school district of union county · a. instructional practice in this section, the district shall...

Effective Date: March 2018 SBR 6A-5.030 Form I 2018

Instructional Personnel Evaluation System

Updated [9/27/2018]

School District of

Union County

2

Effective Date: March 2018 SBR 6A-5.030 Form IEST2018

Purpose

The purpose of this document is to provide the district with a template for its instructional

personnel evaluation system that addresses the requirements of Section 1012.34, Florida Statutes

(F.S.), and Rule 6A-5.030, Florida Administrative Code (F.A.C.). This template, Form IEST-

2017, is incorporated by reference in Rule 6A-5.030, F.A.C., effective April 2018.

Instructions

Each of the sections within the evaluation system template provides specific directions, but does

not limit the amount of space or information that can be added to fit the needs of the district.

Where documentation or evidence is required, copies of the source documents (e.g., rubrics,

policies and procedures, observation instruments) shall be provided at the end of the document as

appendices in accordance with the Table of Contents.

Before submitting, ensure the document is titled and paginated.

Submission

Upon completion, the district shall email this form and any required supporting documentation as

a Microsoft Word document for submission to [email protected].

Modifications to an approved evaluation system may be made

by the district at any time. Substantial revisions shall be

submitted for approval, in accordance with Rule 6A-5.030(3),

F.A.C. The entire template shall be sent for the approval

process.

mailto:[email protected]

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Table of Contents

Part I: Evaluation System Overview ..................................................................................... 4-5

Part II: Evaluation System Requirements ............................................................................ 5-7

Part III: Evaluation Procedures .......................................................................................... 7-11

Part IV: Evaluation Criteria .............................................................................................. 12-18

A. Instructional Practice .................................................................................................. 12

B. Other Indicators of Performance .......................................................................... 13-14

C. Performance of Students ...................................................................................... 14-17

D. Summative Rating Calculation ............................................................................ 17-18

Appendices ........................................................................................................................... 19-34

Appendix A – Evaluation Framework Crosswalk .................................................... 19-22

Appendix B – Observation Instruments for Classroom Teachers ............................ 23-45

Appendix C – Observation Instruments for Non-Classroom Instructional Personnel .... 46

Appendix D – Student Performance Measures ......................................................... 47-52

Appendix E – Summative Evaluation Forms ............................................................ 53-57

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Part I: Evaluation System Overview

In Part I, the district shall describe the purpose and provide a high-level summary of the instructional

personnel evaluation system.

Florida Statute 1012.34 provides that “for the purpose of increasing student academic

performance by improving the quality of instructional services in the public schools of the state,

the district school superintendent shall establish procedures for evaluating the performance of

duties and responsibilities of all instructional personnel employed by the school district.”

The Union County School District has developed an instructional improvement program that

targets increased student learning growth by improving the quality of its instructional personnel,

including:

• Improvement of the pedagogical skills of instructional personnel;

• The use of effective, standards-driven instruction through a rigorous system of interim

assessment tied to strands, standards, and benchmarks;

• Increases in student academic performance based on the results of summative assessments

and other measures of student learning growth.

We will employ the following categories and weights in measuring the effectiveness of our

teachers:

• Instructional Practice – 33.3%

• Student Growth – 33.3%

• Deliberate Practice – 33.3%

For the Instructional Practice portion of the evaluation, the district uses the Marzano Focused

Teacher Evaluation Model for all teachers. It is described at Marzano Focused Teacher

Evaluation Model. Teachers will be placed in one of two categories according to experience in

order to determine the number and timeframe of the observations. They will be scored on 23

elements from the following domains:

• Domain 1 – Standards-Based Planning (3 elements)

• Domain 2 – Standards-Based Instruction (10 elements)

• Domain 3 – Conditions For Learning (7 elements)

• Domain 4 – Professional Responsibilities (3 elements)

Further information can be located in Parts III and IV.

For the Student Growth portion of the evaluation, teachers must choose assessments and weights

according to the following guidelines:

• Data must be derived from the students they teach. (Non-classroom teachers use data

from all students that they serve.)

• There must be a measurement for every course that they teach.

• Each measurement must include at least 3 years of data if it is available.

Student performance measures and assessments will be outlined in Appendix D.

The Deliberate Practice portion of the evaluation is included in each teacher’s Individual

Professional Development Plan (IPDP). Each teacher will work with their principal to develop a

Deliberate Practice project at the beginning of the school year. They will select an element from

the Marzano Focused Teacher Evaluation Model to emphasize in their project. The project can

https://drive.google.com/file/d/1GkmP9NcX7Jbzbkb-fcB4bAd5r3KMGE52/view?usp=sharing

https://drive.google.com/file/d/1GkmP9NcX7Jbzbkb-fcB4bAd5r3KMGE52/view?usp=sharing

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vary in design (action research, professional learning community, group project, etc.), but it must

be documented and have a designated time frame for completion. The principal will score the

project with a score from 0 to 4 after the project is completed using the following rubric:

• 4 – Project exceeds expectations

• 3 – Project meets expectations

• 2 – Project is missing minor information

• 1 – Project is missing major information

• 0 – Project was not submitted

A teacher cannot receive a score of 4 without sharing their project with other staff at the final

professional development day.

Part II: Evaluation System Requirements

In Part II, the district shall provide assurance that its instructional personnel evaluation system meets

each requirement established in section 1012.34, F.S., below by checking the respective box. School

districts should be prepared to provide evidence of these assurances upon request.

System Framework

☒ The evaluation system framework is based on sound educational principles and contemporary

research in effective educational practices.

☒ The observation instrument(s) to be used for classroom teachers include indicators based on

each of the Florida Educator Accomplished Practices (FEAPs) adopted by the State Board of

Education.

☒ The observation instrument(s) to be used for non-classroom instructional personnel include

indicators based on each of the FEAPs, and may include specific job expectations related to

student support.

Training

☒ The district provides training programs and has processes that ensure

➢ Employees subject to an evaluation system are informed of the evaluation criteria, data

sources, methodologies, and procedures associated with the evaluation before the

evaluation takes place; and

➢ Individuals with evaluation responsibilities and those who provide input toward

evaluations understand the proper use of the evaluation criteria and procedures.

Data Inclusion and Reporting

☒ The district provides instructional personnel the opportunity to review their class rosters for

accuracy and to correct any mistakes.

☒ The district school superintendent annually reports accurate class rosters for the purpose of

calculating district and statewide student performance, and the evaluation results of

instructional personnel.

☒ The district may provide opportunities for parents to provide input into performance

evaluations, when the district determines such input is appropriate.

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Evaluation Procedures

☒ The district’s system ensures all instructional personnel, classroom and non-classroom, are

evaluated at least once a year.

☒ The district’s system ensures all newly hired classroom teachers are observed and evaluated

at least twice in the first year of teaching in the district. Each evaluation must include

indicators of student performance; instructional practice; and any other indicators of

performance, if applicable.

☒ The district’s system identifies teaching fields for which special evaluation procedures or

criteria are necessary, if applicable.

☒ The district’s evaluation procedures comply with the following statutory requirements in

accordance with section 1012.34, F.S.:

➢ The evaluator must be the individual responsible for supervising the employee; the

evaluator may consider input from other personnel trained on the evaluation system.

➢ The evaluator must provide timely feedback to the employee that supports the

improvement of professional skills.

➢ The evaluator must submit a written report to the employee no later than 10 days after

the evaluation takes place.

➢ The evaluator must discuss the written evaluation report with the employee.

➢ The employee shall have the right to initiate a written response to the evaluation and the

response shall become a permanent attachment to his or her personnel file.

➢ The evaluator must submit a written report of the evaluation to the district school

superintendent for the purpose of reviewing the employee’s contract.

➢ The evaluator may amend an evaluation based upon assessment data from the current

school year if the data becomes available within 90 days of the end of the school year.

Use of Results

☒ The district has procedures for how evaluation results will be used to inform the

➢ Planning of professional development; and

➢ Development of school and district improvement plans.

☒ The district’s system ensures instructional personnel who have been evaluated as less than

effective are required to participate in specific professional development programs, pursuant

to section 1012.98(10), F.S.

Notifications

☒ The district has procedures for the notification of unsatisfactory performance that comply

with the requirements outlined in Section 1012.34(4), F.S.

☒ The district school superintendent shall annually notify the Department of Education of any

instructional personnel who

➢ Receive two consecutive unsatisfactory evaluation ratings; or

➢ Are given written notice by the district of intent to terminate or not renew their

employment, as outlined in section 1012.34(5), F.S.

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District Self-Monitoring

☒ The district has a process for monitoring implementation of its evaluation system that enables

it to determine the following:

➢ Compliance with the requirements of section 1012.34, F.S., and Rule 6A-5.030, F.A.C.;

➢ Evaluators’ understanding of the proper use of evaluation criteria and procedures,

including evaluator accuracy and inter-rater reliability;

➢ Evaluators provide necessary and timely feedback to employees being evaluated;

➢ Evaluators follow district policies and procedures in the implementation of evaluation

system(s);

➢ Use of evaluation data to identify individual professional development; and,

➢ Use of evaluation data to inform school and district improvement plans.

Part III: Evaluation Procedures

In Part III, the district shall provide the following information regarding the observation and evaluation

of instructional personnel. The following tables are provided for convenience and may be customized to

accommodate local evaluation procedures.

1. Pursuant to section 1012.34(3)(b), F.S., all personnel must be fully informed of the criteria,

data sources, methodologies, and procedures associated with the evaluation process before the

evaluation takes place. In the table below, describe when and how the following instructional

personnel groups are informed of the criteria, data sources, methodologies, and procedures

associated with the evaluation process: classroom teachers, non-classroom teachers, newly

hired classroom teachers, and teachers hired after the beginning of the school year.

Instructional

Personnel

Group

When Personnel

are Informed Method(s) of Informing

Classroom and

Non-Classroom

Teachers

During Pre-Planning activities

prior to the beginning of school Workshop

Newly Hired

Classroom

Teachers

During Pre-Planning activities

prior to the beginning of school Workshop

Late Hires

Administrators will train late

hires within the first 10 days after

they begin work

Workshop

2. Pursuant to section 1012.34(3)(a), F.S., an observation must be conducted for each employee

at least once a year, except that a classroom teacher who is newly hired by the district school

board must be observed at least twice in the first year of teaching in the school district. In the

table below, describe when and how many observations take place for the following

instructional personnel groups: classroom teachers, non-classroom teachers, newly hired

classroom teachers, and teachers hired after the beginning of the school year.

Teachers will be classified in one of the following categories:

• Category 1 - one to three years of service and new hires regardless of experience

• Category 2 - four or more years of service

Teachers new to the district will be placed in Category 1 initially and must complete one full

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year of service before they can be placed in the category commensurate with their total years

of service (regardless of district). AFTER this initial year, they may 1) remain in Category

1, until they complete 2 more years of service and move to Category 2, OR 2) move to

Category 2 if they come to the district with 2 or more years of successful service from

another district.

The frequency of observations as reflected in the following tables provide an opportunity for

ongoing feedback and support that informs opportunities for professional growth. It also

provides a means of gathering sufficient evidence to determine the effectiveness of new

teachers as they transition from pre-service programs into their professional teaching

experience. These observations provide multiple opportunities for teacher reflection as well

as professional growth through the planning, observation and reflection conference process.

All teachers will have at least two observations.

Observation Types and Characteristics: Announced Unannounced

Formal • 30+ minutes

• Pre-Conference

• Post-Conference

• Results used for annual

evaluation

• Electronic feedback

provided to teacher

Informal • 15+ minutes

• Teacher is informed of

the observation

• Results used for annual

evaluation

• Electronic feedback

provided to teacher

• 15+ minutes

• The observer does not inform the

teacher

• Results used for annual evaluation

• Electronic feedback provided to

teacher

Walk-

throughs

• 5-15 minutes

• Results used for annual evaluation

• Electronic feedback provided to

teacher

Instructional

Personnel

Group

Number of

Observations When Observations Occur

When Observation Results are

Communicated to Personnel

Classroom and Non-Classroom Teachers

Hired before the

beginning of the

school year 4

2 informal observations (one

of which is announced) and

2 walk-throughs conducted

from August through April

Observation results are

communicated immediately

via the online Marzano

iObservation system Hired after the

beginning of the

school year

during the 1st

Semester

4

2 informal observations (one

of which is announced) and

2 walk-throughs conducted

from August through April




iObservation system

9


Hired after the

beginning of the

school year

during the 2nd

Semester

2

1 informal observation

(announced) and 1 walk-

through conducted from

January through April




iObservation system

Newly Hired Classroom Teachers

Hired before the

beginning of the

school year 6

• 1 formal observation in

September/October and

another in March/April

• 2 informal observations

and 2 walk-throughs

conducted from August

through April




iObservation system

Hired after the

beginning of the

school year

during the 1st

Semester

6

• 1 formal observation in

September/October and

another between

February and April

• 2 informal observations

and 2 walk-throughs

conducted from August

through April




iObservation system

Hired after the

beginning of the

school year

during the 2nd

Semester

4

• 2 formal observations

from January through

April.

• 1 informal observation

and 1 walk-through

conducted from January

through April




iObservation system

3. Pursuant to section 1012.34(3)(a), F.S., a performance evaluation must be conducted for each

employee at least once a year, except that a classroom teacher who is newly hired by the

district school board must be evaluated at least twice in the first year of teaching in the

school district. In the table below, describe when and how many summative evaluations are

conducted for the following instructional personnel groups: classroom teachers, non-

classroom teachers, newly hired classroom teachers, and teachers hired after the beginning of

the school year.

Instructional

Personnel

Group

Number of

Evaluations When Evaluations Occur

When Evaluation Results are

Communicated to Personnel

Classroom and Non-Classroom Teachers

Hired before the

beginning of the

school year 1

• Scheduled informal

observation between

September and April.

• Deliberate Practice

project discussion in


observation results are

shared immediately via

iObservation.


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May.

• Student data compiled in

September 2019.

project results are shared

in late May or early June.

• Student data compiled

and final summative

evaluation score shared

in September 2019.

Hired after the

beginning of the

school year

during the 1st

Semester

1


observation between

September and April.



May.


September 2019.




iObservation.





and final summative


in September 2019.

Hired after the

beginning of the

school year

during the 2nd

Semester

1


observation between

January and April.



May.


September 2019.




iObservation.





and final summative


in September 2019.

Newly Hired Classroom Teachers

Hired before the

beginning of the

school year 2

• Formal observation in

September or October

and another formal

observation between

February and April.



May.


September 2019.

• Formal observation

results are shared

immediately via

iObservation. The first

evaluation of the year is

held in the post-meeting

after the first formal

observation. The

evaluation will include

iObservation results and

student progress

monitoring scores.




• Final student data

compiled and final

summative evaluation

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score shared in

September 2019.

Hired after the

beginning of the

school year

during the 1st

Semester

2

• Formal observation prior

to Christmas vacation

and another formal

observation between

February and April.



May.


September 2019.


results are shared

immediately via





observation. The



student progress

monitoring scores.





and final summative


in September 2019.

Hired after the

beginning of the

school year

during the 2nd

Semester

2

• Two formal observations

between January and

April.



May.


September 2019.


results are shared

immediately via





observation. The



student progress

monitoring scores.





and final summative


in September 2019.

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Part IV: Evaluation Criteria

A. Instructional Practice

In this section, the district shall provide the following information regarding the instructional practice

data that will be included for instructional personnel evaluations.

1. Pursuant to section 1012.34(3)(a)2., F.S., at least one-third of the evaluation must be based

upon instructional practice. In Union County, instructional practice accounts for 33.3% of the

instructional personnel performance evaluation.

2. Description of the step-by-step calculation for determining the instructional practice rating for

classroom and non-classroom instructional personnel, including cut points for differentiating

performance.

Building and district administrators will conduct observations to document the instructional

practice of each teacher. Observations will be conducted via the electronic iObservation

instrument. It allows administrators to record their observation on an electronic device and

gives immediate feedback to the teacher. Administrators will assign grades to each of the 23

elements. The grades and point values are:

• Innovative – 4 points

• Effective – 3 points

• Developing – 2 points

• Beginning – 1 point

• Not Using – 0 points

The iObservation system automatically tabulates the scores and keeps an average throughout

the year. Teachers will receive the best score from all marks received on each of the 23

observation elements. The final Instructional Practice score will be an average of the scores

received on each element. The final score will range from 0 to 4. The cut scores are: Highly

Effective (3.50 – 4.00), Effective (2.50 – 3.49), Needs Improvement (1.50 – 2.49), and

Unsatisfactory (0 – 1.49). That score will be included as one-third of the final summative

evaluation. Classroom and non-classroom instructional personnel are evaluated with the

same instruments.

The district has four (4) professional development (PD) days per fiscal year. These days are

designed for trainings and are part of the teacher’s contracted year. Teachers are expected to

be in attendance. Thus, no compensatory time or personal leave will be approved on these

days. Attendance will be documented in the teacher evaluation plan under Domain 4 -

Professional Responsibilities element #21 (Adhering to School and District Policies and

Procedures). The only excused absence will be any teacher on temporary duty, jury duty, or

emergency situations which must be excused by the principal. This includes action research

presentations on PD day as well. Absences on PD day(s) which have not been excused by

the principal will result in the grade on Element 21 being lowered a level for each absence (1

PD absence equals losing 1 level, 2 PD absences equals losing 2 levels, etc.).

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B. Other Indicators of Performance

In this section, the district shall provide the following information regarding any other indicators of

performance that will be included for instructional personnel evaluations.

1. Pursuant to section 1012.34(3)(a)4., F.S., up to one-third of the evaluation may be based

upon other indicators of performance. In Union County, other indicators of performance

account for 33.3% of the instructional personnel performance evaluation.

2. Description of additional performance indicators, if applicable.

The Deliberate Practice portion of the evaluation is included in each teacher’s Individual

Professional Development Plan (IPDP). Each teacher will work with their principal to

develop a Deliberate Practice project at the beginning of the school year. They will select

an element from the Marzano Focused Teacher Evaluation Model to emphasize in their

project. The project can vary in design (action research, professional learning community,

group project, etc.), but it must be documented and have a designated time frame for

completion.

3. Description of the step-by-step calculation for determining the other indicators of

performance rating for classroom and non-classroom instructional personnel, including cut

points for differentiating performance.

The principal will score the project with a score from 0 to 4 after the project is completed

using the following rubric:

• 4 – Project is exemplary as exhibited by the following characteristics:

o Description of the context for the question is exceptional.

o Question is researchable and could potentially resolve a clearly identified problem

or issue.

o Action and assessment plans to guiding theories and research are insightful and

reflective.

o Data collection plans are exceptional and provide in-depth examination of the

question.

o Data analysis includes techniques beyond normal scope of action research.

o Presentation of findings suggest analytical interpretation.

o Project was shared with other staff at the final professional development day.

• 3 – Project is competent as exhibited by the following characteristics:

o Description of the context for the question is clear.

o Question is researchable.

o Action and assessment plans are clearly guided by relevant theories and research.

o Process of data collection is systematic and thorough.

o Data analysis techniques are appropriate for the purpose and scope of the project.

o Findings are summarized in a clear and systematic format.

• 2 – Project is beginning as exhibited by the following characteristics:

o Context is mentioned but not well described.

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o Question is somewhat researchable.

o Action and assessment plans are marginally guided by relevant theories and

research.

o Process of data collection is explained, but not executed thoroughly.

o Data analysis techniques are minimally appropriate for the purpose and scope of

the project.

o Findings need to be summarized in a clearer and more systematic format.

• 1 – Project is not acceptable as exhibited by the following characteristics:

o No or unclear description of the context.

o Question is not researchable.

o Action and assessment plans are not guided by relevant theories and research.

o Process of data collection is not explained or executed thoroughly.

o Data analysis techniques are not appropriate for the data.

o Findings are not summarized.

• 0 – Project was not submitted.

C. Performance of Students

In this section, the district shall provide the following information regarding the student performance

data that will be included for instructional personnel evaluations.

1. Pursuant to section 1012.34(3)(a)1., F.S., at least-one third of the performance evaluation

must be based upon data and indicators of student performance, as determined by each school

district. This portion of the evaluation must include growth or achievement data of the

teacher’s students over the course of at least three years. If less than three years of data are

available, the years for which data are available must be used. Additionally, this proportion

may be determined by instructional assignment. In Union County, performance of students

accounts for 33.3% of the instructional personnel performance evaluation.

2. Description of the step-by-step calculation for determining the student performance rating for

classroom and non-classroom instructional personnel, including cut points for differentiating

performance.

The assessments and the performance measures for each assessment are listed in Appendix D.

Each teacher must choose assessments and weights according to the following guidelines:

• Data must be derived from the students they teach. (Non-classroom teachers use data

from all students that they serve.)

• There must be a measurement for every course that they teach.

• Each measurement must include at least 3 years of data if it is available.

As previously described, the final rating for the Instructional Practice and Deliberate Practice

sections of the evaluation will be a score between 0 and 4. Therefore, we must devise a

similar system for the Student Growth rating. This is difficult since all Student Growth scores

except VAM are based on percentages of students achieving the measure or making the

requisite growth. Hence, we have developed 3 scales to convert percentages to a score

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between 0 and 4. The difficulty of each scale is based on the difficulty of the assessments.

The assessments and the scales associated with them are located in the following charts:

ASSESSMENT CONVERSION LIST

Assessment Conversion Chart

ACT 3

Advanced Placement Environmental Science 3

Algebra 1 EOC 2

Algebra 1 EOC Retake 3

Biology 1 EOC 2

Bracken 2

Civics EOC 2

Common Assessment 2

FSA Mathematics 2

FSA Reading 2

FSA Reading Retake 3

FSAA Exams 2

Geometry EOC 2

Industry Certification 2

iReady Reading and Mathematics 2

NGSSS Science 2

Performance Matters 2

SAT 3

Test of Adult Basic Education (TABE) 2

Unique Reading and Mathematics 2

US History EOC 2

Value Added Model (VAM) 2

VPK Reading and Mathematics 1

ASSESSMENT CONVERSION CHART #1

100% 4.00 87% 3.68 74% 3.35 61% 3.03 48% 2.40 35% 1.75 22% 1.10 9% 0.45

99% 3.98 86% 3.65 73% 3.33 60% 3.00 47% 2.35 34% 1.70 21% 1.05 8% 0.40

98% 3.95 85% 3.63 72% 3.30 59% 2.95 46% 2.30 33% 1.65 20% 1.00 7% 0.35

97% 3.93 84% 3.60 71% 3.28 58% 2.90 45% 2.25 32% 1.60 19% 0.95 6% 0.30

96% 3.90 83% 3.58 70% 3.25 57% 2.85 44% 2.20 31% 1.55 18% 0.90 5% 0.25

95% 3.88 82% 3.55 69% 3.23 56% 2.80 43% 2.15 30% 1.50 17% 0.85 4% 0.20

94% 3.85 81% 3.53 68% 3.20 55% 2.75 42% 2.10 29% 1.45 16% 0.80 3% 0.15

93% 3.83 80% 3.50 67% 3.18 54% 2.70 41% 2.05 28% 1.40 15% 0.75 2% 0.10

92% 3.80 79% 3.48 66% 3.15 53% 2.65 40% 2.00 27% 1.35 14% 0.70 1% 0.05

91% 3.78 78% 3.45 65% 3.13 52% 2.60 39% 1.95 26% 1.30 13% 0.65 0% 0.00

90% 3.75 77% 3.43 64% 3.10 51% 2.55 38% 1.90 25% 1.25 12% 0.60

89% 3.73 76% 3.40 63% 3.08 50% 2.50 37% 1.85 24% 1.20 11% 0.55

88% 3.70 75% 3.38 62% 3.05 49% 2.45 36% 1.80 23% 1.15 10% 0.50


100% 4.00 87% 3.74 74% 3.48 61% 3.22 48% 2.90 35% 2.25 22% 1.60 9% 0.90

99% 3.98 86% 3.72 73% 3.46 60% 3.20 47% 2.85 34% 2.20 21% 1.55 8% 0.80

98% 3.96 85% 3.70 72% 3.44 59% 3.18 46% 2.80 33% 2.15 20% 1.50 7% 0.70

97% 3.94 84% 3.68 71% 3.42 58% 3.16 45% 2.75 32% 2.10 19% 1.45 6% 0.60

96% 3.92 83% 3.66 70% 3.40 57% 3.14 44% 2.70 31% 2.05 18% 1.40 5% 0.50

95% 3.90 82% 3.64 69% 3.38 56% 3.12 43% 2.65 30% 2.00 17% 1.35 4% 0.40

94% 3.88 81% 3.62 68% 3.36 55% 3.10 42% 2.60 29% 1.95 16% 1.30 3% 0.30

93% 3.86 80% 3.60 67% 3.34 54% 3.08 41% 2.55 28% 1.90 15% 1.25 2% 0.20

92% 3.84 79% 3.58 66% 3.32 53% 3.06 40% 2.50 27% 1.85 14% 1.20 1% 0.10

91% 3.82 78% 3.56 65% 3.30 52% 3.04 39% 2.45 26% 1.80 13% 1.15 0% 0.00

90% 3.80 77% 3.54 64% 3.28 51% 3.02 38% 2.40 25% 1.75 12% 1.10

89% 3.78 76% 3.52 63% 3.26 50% 3.00 37% 2.35 24% 1.70 11% 1.05

88% 3.76 75% 3.50 62% 3.24 49% 2.95 36% 2.30 23% 1.65 10% 1.00

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100% 4.00 87% 3.79 74% 3.57 61% 3.35 48% 3.14 35% 2.63 22% 1.65 9% 0.68

99% 3.99 86% 3.77 73% 3.55 60% 3.34 47% 3.12 34% 2.55 21% 1.58 8% 0.60

98% 3.97 85% 3.75 72% 3.54 59% 3.32 46% 3.10 33% 2.48 20% 1.50 7% 0.53

97% 3.95 84% 3.74 71% 3.52 58% 3.30 45% 3.09 32% 2.40 19% 1.43 6% 0.45

96% 3.94 83% 3.72 70% 3.50 57% 3.29 44% 3.07 31% 2.33 18% 1.35 5% 0.38

95% 3.92 82% 3.70 69% 3.49 56% 3.27 43% 3.05 30% 2.25 17% 1.28 4% 0.30

94% 3.90 81% 3.69 68% 3.47 55% 3.25 42% 3.04 29% 2.18 16% 1.20 3% 0.23

93% 3.89 80% 3.67 67% 3.45 54% 3.24 41% 3.02 28% 2.10 15% 1.13 2% 0.15

92% 3.87 79% 3.65 66% 3.44 53% 3.22 40% 3.00 27% 2.03 14% 1.05 1% 0.08

91% 3.85 78% 3.64 65% 3.42 52% 3.20 39% 2.93 26% 1.95 13% 0.98 0% 0.00

90% 3.84 77% 3.62 64% 3.40 51% 3.19 38% 2.85 25% 1.88 12% 0.90

89% 3.82 76% 3.60 63% 3.39 50% 3.17 37% 2.78 24% 1.80 11% 0.83

88% 3.80 75% 3.59 62% 3.37 49% 3.15 36% 2.70 23% 1.73 10% 0.75

The percentage score that a teacher receives for each assessment is converted to a number

between 0 and 4 using these charts. The weight of each assessment is then calculated and the

final Student Growth score is now a number between 0 and 4. The following chart will illustrate

the final calculation of a sampling of teachers including classroom and non-classroom

instructional personnel:

Teacher Assessments, Weights and Scoring Score

Classroom Teachers

4th Grade

Teacher

Breakdown of 100% Total = 16.7% VAM, 33.3% iReady Reading, 33.3% iReady

Math, 16.7% Performance Matters Science 3.17

E 3.00 (VAM) + 88% (iR Reading) + 35% (iR Math) + 100% (PM Science) =

3.00 (VAM) + 3.76 (iR Reading) + 2.25 (iR Math) + 4.00 (PM Science) =

8th Grade

Social

Studies

Teacher

Breakdown of 100% Total = 100% Performance Matters Social Studies 3.60

HE 80% (PM Social Studies) = 3.60 (PM Social Studies) =

High School

Biology

Teacher

Breakdown of 100% Total = 50% Biology EOC, 50% Performance Matters Biology 3.53

HE 72% (Biology EOC) + 81% (PM Biology) =

3.44 (Biology EOC) + 3.62 (PM Biology) =

Non-Classroom Teachers

Elementary

Guidance

Counselor

Breakdown of 100% Total = 30% iReady Reading Grade K-2 Students, 30% iReady

Math Grade K-2 Students, 20% FSA Reading Grade 3-4 Students, 20% FSA Math

Grade 3-4 Students 3.42

75% (iR Reading) + 69% (iR Math) + 64% (FSA Reading) + 74% (FSA Math) =

3.50 (iR Reading) + 3.38(iR Math) + 3.28 (FSA Reading) + 3.48(FSA Math) =

17


Middle

School

Reading

Coach

Breakdown of 100% Total = 33.4% FSA Reading, 33.3% iReady Reading, 33.3%

Performance Matters Reading 3.37

E 54% (FSA Reading) + 71% (iR Reading) + 81% (PM Reading) =

3.08 (FSA Reading) + 3.42 (iR Reading + 3.62 (PM Reading) =

High School

Staffing

Specialist

Breakdown of 33.3% Total = 60% All Performance Matters, 20% FSA Reading,

10% Reading Retake, 10% ACT/SAT 3.35

E 76% (All PM) + 51% (FSA Reading) + 40% (FSA RR) + 60% (ACT/SAT) =

3.52 (All PM) + 3.02 (FSA Reading) + 3.00 (FSA RR) + 3.34 (ACT/SAT) =

D. Summative Rating Calculation

In this section, the district shall provide the following information regarding the calculation of summative

evaluation ratings for instructional personnel.

1. Description of the step-by-step calculation for determining the summative rating for

classroom and non-classroom instructional personnel.

Union County School District’s Performance Appraisal System will use four categories of

performance for instructional personnel summative ratings:

• Highly Effective

• Effective

• Needs Improvement

• Unsatisfactory

This summative rating will be reached by combining the results of the Student Growth score,

the Instructional Practice score, and the Deliberate Practice score as follows:

DETERMINING THE INSTRUCTIONAL PRACTICE SCORE

The Instructional Practice score will be calculated as described in section A. The final score

will equal a score on a 0 to 4 scale and will count as 33.3% of the Summative Rating.

DETERMINING THE DELIBERATE PRACTICE SCORE

The Deliberate Practice Score will be calculated as described in Section B. The final score

will equal a score on a 0 to 4 scale and will count 33.3% of the Summative Rating.

DETERMINING THE STUDENT GROWTH SCORE

The Student Growth score will be calculated as described in section C and Appendix D. The

final score will equal a score on a 0 to 4 scale and will count as 33.3% of the Summative

Rating.

DETERMINING THE FINAL SUMMATIVE EVALUATION SCORE AND RATING

The Instructional Practice score, the Deliberate Practice score, and the Student Growth scores

will be combined to determine the final Summative Teacher Evaluation Score and Rating.

Each score will comprise one-third of the Summative Evaluation. Adding the scores and

dividing by 3 will give a final Teacher Evaluation Score that will then correspond to the

following scale ranges:

18


• Highly Effective 3.50 – 4.00

• Effective 2.50 – 3.49

• Needs Improvement 1.50 – 2.49

• Unsatisfactory 0 – 1.49

Upon entry of all data, the summative evaluation form is generated from the iObservation

system. The form is signed by the teacher and their building principal.

Evaluations of instructional personnel may be amended as much as 90 days after the end of

the school year in order to accommodate the availability of test results. Because multiple

years of data shall be available in many cases, it is not expected that this amendment will

make a considerable impact on the original Final Teacher Evaluation score, but in those cases

where the results are on a borderline between two rating levels, this amendment could make a

difference. In all cases, the Union County School District expects this amendment process to

be completed before the submission of final evaluation results with Survey 5.

2. Pursuant to section 1012.34(2)(e), F.S., the evaluation system for instructional personnel

must differentiate across four levels of performance. Using the district’s calculation methods

and cut scores described above in sections A – C, illustrate how a fourth grade teacher and a

ninth grade English language arts teacher can earn a highly effective and an unsatisfactory

summative performance rating respectively.

4th Grade Teacher – Highly Effective

Instructional Practice Score 3.50 (Calculation described in Section A)

Deliberate Practice Score 4.00 (Calculation described in Section B)

Student Growth Score 3.70 (Calculation described in Section C and Appendix D)

Summative Evaluation Score 11.20 divided by 3 = 3.73 – Highly Effective

4th Grade Teacher – Unsatisfactory




Summative Evaluation Score 3.88 divided by 3 = 1.29 – Unsatisfactory

9th Grade ELA Teacher – Highly Effective




Summative Evaluation Score 10.76 divided by 3 = 3.59 – Highly Effective

9th Grade ELA Teacher – Unsatisfactory




Summative Evaluation Score 11.20 divided by 3 = 1.48

19


Appendix A – Evaluation Framework Crosswalk

In Appendix A, the district shall include a crosswalk of the district's evaluation framework to each of the

Florida Educator Accomplished Practices (FEAPs).

Alignment to the Florida Educator Accomplished Practices

Practice Marzano Evaluation Indicators

1. Instructional Design and Lesson Planning

Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the

appropriate level of rigor;

• Planning Standards-Based Lessons/Units

• Aligning Resources to Standard(s)

b. Sequences lessons and concepts to ensure coherence and

required prior knowledge;



c. Designs instruction for students to achieve mastery;



• Planning to Close the Achievement Gap Using Data

d. Selects appropriate formative assessments to monitor learning; • Using Formative Assessment to Track Progress

e. Uses diagnostic student data to plan lessons; and,




• Using Formative Assessment to Track Progress

f. Develops learning experiences that require students to

demonstrate a variety of applicable skills and competencies.




2. The Learning Environment

To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative,

the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space,

and attention;


• Organizing Students to Interact with Content

• Establishing and Acknowledging Adherence to Rules

and Procedures

• Using Engagement Strategies

b. Manages individual and class behaviors through a well-

planned management system;


• Establishing and Acknowledging Adherence to Rules

and Procedures

c. Conveys high expectations to all students; • Communicating High Expectations for Each Student to Close the Achievement

Gap

d. Respects students’ cultural linguistic and family background;

• Establishing and Maintaining Effective Relationships in a Student-Centered

Classroom

• Communicating High Expectations for Each Student to Close the Achievement

Gap

e. Models clear, acceptable oral and written communication

skills;

• Providing Feedback and Celebrating Progress

• Establishing and Maintaining Effective

Relationships in a Student-Centered Classroom

• Communicating High Expectations for Each

Student to Close the Achievement Gap

• Adhering to School and District Policies and Procedures

• Promoting Teacher Leadership and Collaboration

f. Maintains a climate of openness, inquiry, fairness and support;







g. Integrates current information and communication

technologies;




20


• Maintaining Expertise in Content and Pedagogy


h. Adapts the learning environment to accommodate the differing

needs and diversity of students; and




Relationship in a Student-Centered Classroom




i. Utilizes current and emerging assistive technologies that

enable students to participate in high-quality communication

interactions and achieve their educational goals.







3. Instructional Delivery and Facilitation

The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;


• Using Questions to Help Students Elaborate on Content

• Helping Student Practice Skills, Strategies, and Processes

• Helping Students Examine Similarities and

Differences

• Helping Students Revise Knowledge

• Organizing Students to Interact with Content Using Engagement Strategies

b. Deepen and enrich students’ understanding through content

area literacy strategies, verbalization of thought, and

application of the subject matter;


• Reviewing Content



Differences

• Helping Students Examine Their Reasoning


• Helping Students Engage in Cognitively Complex Tasks

• Organizing Students to Interact with Content Using Engagement Strategies

c. Identify gaps in students’ subject matter knowledge;


• Identifying Critical Content from the Standards

Using Formative Assessment to Track Progress

d. Modify instruction to respond to preconceptions or

misconceptions;



• Identifying Critical Content from the Standard(s)

• Previewing New Content




Using Formative Assessment to Track Progress

e. Relate and integrate the subject matter with other disciplines

and life experiences;



• Using Engagement Strategies



f. Employ higher-order questioning techniques;


• Helping Student Practice Skills, Strategies,

and Processes


Differences



g. Apply varied instructional strategies and resources, including

appropriate technology, to provide comprehensible instruction,

and to teach for student understanding;





• Helping Students Process New Content



21




Differences



• Helping Students Engage in Cognitively

Complex Tasks


h. Differentiate instruction based on an assessment of student

learning needs and recognition of individual differences in

students;









Differences




i. Support, encourage, and provide immediate and specific

feedback to students to promote student achievement;





Gap

j. Utilize student feedback to monitor instructional needs and to

adjust instruction.

• Planning to Close the Achievement Gap

Using Data








Differences




4. Assessment

The effective educator consistently:

a. Analyzes and applies data from multiple assessments and

measures to diagnose students’ learning needs, informs

instruction based on those needs, and drives the learning

process;




Gap

b. Designs and aligns formative and summative assessments that

match learning objectives and lead to mastery;





c. Uses a variety of assessment tools to monitor student progress,

achievement and learning gains;



d. Modifies assessments and testing conditions to accommodate

learning styles and varying levels of knowledge;




e. Shares the importance and outcomes of student assessment

data with the student and the student’s parent/caregiver(s); and,




Gap

f. Applies technology to organize and integrate assessment

information.



5. Continuous Professional Improvement

The effective educator consistently:

22


a. Designs purposeful professional goals to strengthen the

effectiveness of instruction based on students’ needs;


b. Examines and uses data-informed research to improve

instruction and student achievement;


c. Uses a variety of data, independently, and in collaboration with

colleagues, to evaluate learning outcomes, adjust planning and

continuously improve the effectiveness of the lessons;



d. Collaborates with the home, school and larger communities to

foster communication and to support student learning and

continuous improvement;


e. Engages in targeted professional growth opportunities and

reflective practices; and,



f. Implements knowledge and skills learned in professional

development in the teaching and learning process.



6. Professional Responsibility and Ethical Conduct

Understanding that educators are held to a high moral standard in a community, the effective educator:

a. Adheres to the Code of Ethics and the Principles of

Professional Conduct of the Education Profession of Florida,

pursuant to Rules 6A-10.080 and 6A-10.081, F.A.C., and

fulfills the expected obligations to students, the public and the

education profession.


23


Appendix B – Observation Instruments for Classroom Teachers

In Appendix B, the district shall include the observation rubric(s) to be used for collecting instructional

practice data for classroom teachers.

Element #1 - Planning Standards-Based Lessons/Units Focus Statement - Using established content standards, the teacher plans rigorous units with learning targets embedded within a

performance scale that demonstrates a progression of learning.

Desired Effect - Teacher provides evidence of implementing lesson / unit plans aligned to grade level standard(s) using learning targets

embedded in a performance scale.

Planning Evidence: • Plans exhibit a focus on the essential standards • Plans include a scale that builds a progression of knowledge from simple to complex • Plans identify learning targets aligned to the rigor of required standards • Plans identify specific instructional strategies appropriate for the learning target • Plans illustrate how learning will scaffold from an understanding of foundational content to application of information in authentic

ways • Lessons are planned with teachable chunks of content • When appropriate, lessons/units are integrated with other content areas • When appropriate, learning targets and unit plans include district scope and sequence • Plans illustrate how equity is addressed in the classroom • When appropriate, plans illustrate how Individualized Education Plans (IEPs)/personal learning plans are addressed in the classroom • When appropriate, plans illustrate how EL strategies are addressed in the classroom • When appropriate, plans integrate cultural competencies and/or standards

Example Implementation Evidence: • Lesson plans align to grade level standard(s) with targets and use a performance scale • Planned and completed student assignments/work demonstrate that lessons are aligned to grade level standards/targets at the

appropriate taxonomy level • Planned and completed student assignments/work require practice with complex text and its academic language • Planned and completed student assignments/work demonstrate development of applicable mathematical practices • Planned and completed student assignments/work demonstrate grounding in real-world application • Planned and completed student assignments/work demonstrate how equity has been addressed in the lesson/unit • Planned and completed student assignments/work demonstrate how Individualized Education Plans (IEPs)/personal learning plans

have been addressed in the lesson/unit • Planned and completed student assignments/work demonstrate how EL strategies have been addressed in the lesson/unit • Planned and completed student assignments/work indicate opportunities for students to insert content specific to their cultures • Artifacts demonstrate the teacher helps others by sharing evidence of planning and implementing lesson/unit plans aligned to

grade level standards (e.g. PLC notes, emails, blogs, sample units, discussion group)

Not Using (0) Beginning (1) Developing (2) Applying (3) Innovating (4)

Makes no attempt to plan

rigorous units with

learning targets

embedded within a

performance scale that

demonstrates a

progression of learning.

Using established content

standards, attempts to

plan rigorous units with

learning targets

embedded within a


demonstrates a



standards, plans rigorous

units with learning targets

embedded within a


demonstrates a



standards, plans rigorous

units with learning targets

embedded within a


demonstrates a

progression of learning

and provides evidence of

implementing

lessons/units plans

aligned to grade level

standard(s) using learning

targets embedded in a

performance scale.

Helps others by sharing

evidence of

implementing

lessons/units plans

aligned to grade level

standard(s) using

learning targets

embedded in a

performance scale and

the impacts on student

learning.

24


Element #2 - Aligning Resources to Standard(s) Focus Statement - Teacher plan includes traditional and/or digital resources for use in standards-based units and lessons. Desired Effect - Teacher implements traditional and/or digital resources to support teaching standards-based units and lessons.

Planning Evidence: • Plans identify how to use traditional resources such as text books, manipulatives, primary source materials, etc. at the appropriate

level of text complexity to implement the unit or lesson plan • Plans integrate a variety of text types (structures) • Plans incorporate nonfiction text • Plans identify Standards for Mathematical Practice to be applied • Plans identify how available technology will be used • When appropriate, plans identify resources within the community that will be used to enhance students’ understanding of the

content (i.e. cultural and ethnic resources) • When appropriate, plans identify how to use human resources, such as a co-teacher, paraprofessional, one-on-one tutor, mentor,

etc. to implement the unit or lesson plan

Example Implementation Evidence: • Traditional resources are appropriately aligned to grade level standards • Digital resources are appropriately aligned to grade level standards • Planned student assignments/work incorporate the use of traditional and/or digital resources, and facilitate learning of the standards • Planned student assignments/work incorporate the use of a variety of text types (including structures and nonfiction) and

resources at the appropriate level of text complexity • Planned student assignments/work require reasoning and explaining, modeling and using tools, seeing structure and generalizing

of mathematics • Planned resources include those specific to students’ culture • Artifacts demonstrate the teacher helps others by sharing evidence of planning and implementing supporting resources aligned to

grade level standards (e.g. PLC notes, emails, blogs, sample units, discussion group)


Teacher plan does not

include traditional and/or

digital resources for use

in standards-based units

and lessons.

Teacher plan includes

traditional and/or digital

resources for use in

standards-based units and

lessons that do not

support the lesson.




standards-based units

and lessons.




standards-based units and

lessons and provides

evidence of implementing


resources to support

teaching standards-based

units and lessons.


evidence of including

and implementing


resources to support

teaching standards-

based units and lessons.

25


Element #3 - Planning to Close the Achievement Gap Using Data Focus Statement - Teacher uses data to identify and plan to meet the needs of each student in order to close the achievement gap.

Desired Effect - Teacher provides data showing that each student (including English learners [EL], exceptional education students, gifted

and talented, socio-economic status, ethnicity) makes progress towards closing the achievement gap.

Planning Evidence: • Plans include a process for helping students track their individual progress on learning targets • Plans specify accommodations and/or adaptations for individual EL or groups of students • Plans specify accommodations and/or adaptations for individual or groups of students receiving special education according to

the Individualized Education Plan (IEP) • Plans specify accommodations and/or adaptations for students who appear to have little support for schooling • Plans cite the data and rationale used to identify and incorporate accommodations • Plans include potential instructional adjustments that could be made based on student evidence/data • Plans take into consideration equity issues (i.e. family resources for assisting with homework and/or providing other resources

required for class) • Plans take into consideration how to communicate with families with diverse needs (i.e. English is a second language, cultural

considerations, deaf and hearing impaired, visually impaired, etc.) • Productive changes are made to lesson plans in response to formative assessment (monitoring) • A coherent record-keeping system is developed and maintained on student learning

Example Implementation Evidence: • Planned student assignments/work reflect accommodations and/or adaptations used for individual students or sub-groups (e.g.

EL, gifted, etc.) at the appropriate grade level targets • Planned student assignments/work reflect accommodations and/or adaptations for individual or groups of students receiving

special education according to the Individualized Education Plan (IEP) at the appropriate grade level targets • Planned student assignments/work reflect accommodations and/or adaptations for students who appear to have little support for

schooling • Planned student assignments/work show students track their individual progress on learning targets • Formative and summative measures indicate individual and class progress towards learning targets and modifications made as

needed • Information about student progress is regularly sent home • Artifacts demonstrate the teacher helps others by sharing evidence of how to use data to plan and implement lessons/units that

result in closing the achievement gap (e.g. PLC notes, emails, blogs, sample units, discussion group)


Makes no attempt to use

data to identify and plan

to meet the needs of each

student in order to close

the achievement gap.

Attempts to use data to

identify and plan to meet

the needs of each student

in order to close the

achievement gap.

Uses data to identify and

plan to meet the needs of

each student in order to

close the achievement

gap.

Uses data to identify and

plan to meet the needs of

each student in order to close the

achievement gap and

provides evidence of data

showing that each student

(including English

learners [EL], exceptional

education students, gifted

and talented,

socioeconomic status,

ethnicity) makes progress

towards closing the

achievement gap.


evidence of using data

showing that each

student (including

English learners [EL],

exceptional education

students, gifted and

talented, socioeconomic

status, ethnicity) makes

progress towards closing

the achievement gap.

26


Element #4 - Identifying Critical Content from the Standards Focus Statement - Teacher uses the progression of standards-based learning targets (embedded within a performance scale) to identify

accurate critical content during a lesson or part of a lesson.

Desired Effect - Evidence (formative data) demonstrates students know what content is important and what is not important as it relates to

the learning target(s).

Example Teacher Instructional Techniques: • Identify a learning target aligned to the grade level standard(s) • Begin and end the lesson with focus on the learning target to indicate the critical content of the lesson • Provide a learning target embedded in a scale specifying critical content from the standard(s) • Relate classroom activities to the target and/or scale throughout the lesson • Identify differences between the critical content from the standard(s) and non-critical content

• Identify and accurately teach critical content • Use a scaffolding process to identify critical content for each ‘chunk’ of the learning progression

• Use verbal/visual cueing • Use storytelling and/or dramatic instruction • Model how to identify meaning and purpose in a text • Ensure text complexity aligns to the critical content • When appropriate, use cultural examples to connect learning activities to the learning target/critical content

Example Teacher Techniques for Monitoring for Learning: • Use a Group Activity to monitor that students know what content is important • Use Student Work (Recording and Representing) to monitor that students know what content is important • Use Response Methods to monitor that students know what content is important • Use Questioning Sequences to monitor that students know what content is important

Example Student Evidence of Desired: • Student conversation in groups focus on critical content • Generate short written response (i.e. summary, entrance/exit ticket) • Create nonlinguistic representations (i.e. diagram, model, scale) • Student-generated notes focus on critical content • Responses to questions focus on critical content • Explain purpose and unique characteristics of key concepts/critical content • Explain applicable mathematical practices in critical content • When appropriate, responses involve explanatory content specific to their culture

Example Adaptations: • Reteach or use a new teacher technique • Reorganize groups • Utilize peer resources

• Modify the task

• Provide additional resources


Strategy was

called for but

not exhibited.

Uses strategy

incorrectly or

with parts

missing.

Uses the progression of standards-

based learning targets embedded

within a performance scale to

identify accurate critical content

during a lesson or part of a lesson,

but less than the majority of

students are displaying the desired

effect in student evidence at the

taxonomy level of the critical

content.

Uses the progression of standards-

based learning targets embedded within a performance scale

to identify accurate critical content

during a lesson or part of a lesson. The desired effect is displayed in the

majority of student evidence at the

taxonomy level of the critical content.

Based on student

evidence, implements

adaptations to achieve

the desired effect in

more than 90% of the

student evidence at

the taxonomy level of

the critical content.

27


Element #5 - Previewing New Content Focus Statement - Teacher engages students in previewing activities that require students to access prior knowledge as it relates to the new

content.

Desired Effect - Evidence (formative data) demonstrates students make a link from what they know to what is about to be learned.

Example Teacher Instructional Techniques: • Facilitate identification of the basic relationship between prior ideas and new content (purpose for the new content) • Use preview questions before instruction or a teacher-directed activity • Use K-W-L strategy or variation • Provide advanced organizer (e.g. outline, graphic organizer) • Facilitate a student brainstorm • Use anticipation guide or other pre-assessment activity • Use motivational hook/launching activity (e.g. anecdote, short multimedia selection, simulation/demonstration, manipulatives) • Use digital resources and/or other media to help students make linkages to new content • Use cultural resources to facilitate students making a link from what they know to the new content • Facilitate identification of previously seen mathematical patterns or structures

Example Teacher Techniques for Monitoring for Learning: • Use a Group Activity to monitor that students can make a link from prior learning to the new content • Use Student Work (Recording and Representing) to monitor that students can make a link from prior learning to the new content • Use Response Methods to monitor that students can make a link from prior learning to the new content • Use Questioning Sequences to monitor that students can make a link from prior learning to the new content

Example Student Evidence of Desired: • Identify basic relationship between prior content and new content • Explain linkages with prior knowledge in individual or group work • Make predictions about new content • Summarize the purpose for new content • Explain how prior standards or learning targets link to the new content • Explain linkages between mathematical patterns and structure from previous grades/lessons and current content


• Modify the task



Strategy was called

for but not

exhibited.

Uses strategy

incorrectly or with

parts missing.

Engages students in previewing

activities that require students to

access prior knowledge as it

relates to the new content, but

less than the majority of students

are displaying the desired effect

in student evidence at the


content.

Engages students in

previewing activities that

require students to access

prior knowledge as it relates

to the new content. The desired effect is

displayed in the majority of

student evidence at the


content.

Based on student






taxonomy level of the

critical content.

28


Element #6 - Helping Students Process New Content Focus Statement - Teacher systematically engages student groups in processing and generating conclusions about new content. Desired Effect - Evidence (formative data) demonstrates students can summarize and generate conclusions about the new content during

interactions with other students.

Example Teacher Instructional Techniques: • Break content into appropriate chunks • Employ formal group processing strategies • Use informal strategies to engage group members in active processing • Facilitate group members in summarizing and/or generating conclusions • Facilitate recording and representing new knowledge • Facilitate the conceptual understanding of critical concepts • Facilitate quantitative and qualitative reasoning of key mathematical concepts • Stop at strategic points to appropriately chunk content based on student evidence and feedback

Example Teacher Techniques for Monitoring for Learning: • Use a Group Activity to monitor that students can summarize and generate conclusions about the content • Use Student Work (Recording and Representing) to monitor that students can summarize and generate conclusions about the

content • Use Response Methods to monitor that students can summarize and generate conclusions about the content • Use Questioning Sequences to monitor that students can summarize and generate conclusions about the content

Example Student Evidence of Desired Effect: • Discuss and answer questions about the new content in groups • Generate conclusions about the new content in group or written work • Actively discuss the new content in groups • Summarize or paraphrase the just learned content • Record and represent new knowledge • Make predictions about what they expect to learn next • Summarize or draw conclusions from complex text and its academic language • Use repeated reasoning and abstract, quantitative, or qualitative reasoning


• Modify the task


Not Using (0) Beginning (1) Developing (2) Applying (3) Innovating (4) Strategy was

called for but

not exhibited.

Uses strategy

incorrectly or

with parts

missing.

Systematically engages student

groups in processing and

generating conclusions about

new content, but less than the

majority of students are

displaying the desired effect in



content.

Systematically engages student

groups in processing and

generating conclusions about new

content. The desired effect is displayed in

the majority of student evidence at

the taxonomy level of the critical

content.

Based on student evidence,

implements adaptations to

achieve the desired effect in




critical content.

29


Element #7 - Using Questions to Help Students Elaborate on Content Focus Statement - Teacher uses a linear sequence of increasingly complex questions that require students to critically think about the

content.

Desired Effect - Evidence (formative data) demonstrates students accurately elaborate on content. Example Teacher Instructional Techniques:

• Use a linear sequence of increasingly complex questions as it relates to the content (text) with appropriate wait time • Ask detail questions • Ask category questions • Ask elaboration questions (i.e. inferences, predictions, projections, definitions, generalizations, etc.) • Ask students to provide evidence (i.e. prior knowledge, textual evidence, etc.) for their elaborations • Present situations or problems that involve students analyzing how one idea relates to ideas that were not explicitly taught • Model the process of using evidence to support elaboration • Model processes and proficiencies to support mathematical elaboration • Model implementation of appropriate wait time when questioning

Example Teacher Techniques for Monitoring for Learning: • Use a Group Activity to monitor that students accurately elaborate on content • Use Student Work (Recording and Representing) to monitor that students accurately elaborate on content • Use Response Methods to monitor that students accurately elaborate on content • Use Questioning Sequences to monitor that students accurately elaborate on content

Example Student Evidence of Desired Effect: • Answer detail questions about the content • Identify characteristics of content-related categories • Make general elaborations about the content • Provide evidence and support for elaborations • Identify basic relationships between ideas and how one idea relates to another • Artifacts/student work demonstrate students can make well-supported elaborative inferences • Discussions demonstrate students can make well-supported elaborative inferences • Discussions are grounded in evidence from text, both literary and informational • Discussions and student work provide evidence of mathematical elaboration

Example Adaptations: • Rephrase questions/scaffold questions • Modify task • Provide additional resources


Strategy was

called for but

not exhibited.

Uses strategy

incorrectly or

with parts

missing.

Uses a linear sequence of

increasingly complex questions

that require students to critically

think about the content, but less

than the majority of students are


student evidence at the taxonomy

level of the critical content.

Uses a linear sequence of

increasingly complex questions

that require students to critically

think about the content. The desired effect is displayed in



content.

Based on student



the desired effect in more

than 90% of the student

evidence at the taxonomy

level of the critical

content.

30


Element #8 - Reviewing Content Focus Statement - Teacher engages students in brief review of content that highlights the cumulative nature of the content.

Desired Effect - Evidence (formative data) demonstrates students know the previously taught critical content.

Example Teacher Instructional Techniques: • Begin lesson with a brief review of previously taught content • Use a scaffolding process to systematically show the cumulative nature of the content • Use specific strategies to help students identify basic relationships between ideas and consciously analyze how one idea relates to

another • Ask students to demonstrate increased fluency and/or accuracy of previously taught processes

Example Teacher Techniques for Monitoring for Learning: • Use a Group Activity to monitor that students know the previously taught critical content • Use Student Work (Recording and Representing) to monitor that students know the previously taught critical content • Use Response Methods to monitor that students know the previously taught critical content • Use Questioning Sequences to monitor that students know the previously taught critical content

Example Student Evidence of Desired Effect: • Identify basic relationships between current and prior ideas and consciously analyze how one idea relates to another

• Summarize the cumulative nature of the content

• Response to class activities demonstrates students recall previous content (e.g. artifacts, pretests, warm-up activities)

• Explain previously taught concepts • Demonstrate increased fluency and/or accuracy of previously taught processes

Example Adaptations: • Reteach or use a new teacher technique • Reorganize groups • Utilize peer resources • Modify the task



Strategy was called for

but not exhibited. Uses strategy

incorrectly or with

parts missing.

Engages students in a

brief review of content

that highlights the

cumulative nature of the

content, but less than the


displaying the desired

effect in student evidence

at the taxonomy level of


Engages students in a brief

review of content that

highlights the cumulative

nature of the content. The desired effect is




critical content.



achieve the desired effect

in more than 90% of the



critical content.

31


Element #9 - Helping Students Practice Skills, Strategies, and Processes Focus Statement - When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them

develop fluency and alternative ways of executing procedures.

Desired Effect - Evidence (formative data) demonstrates students develop automaticity with skills, strategies, or processes. Example Teacher Instructional Techniques:

• Model how to execute the skill, strategy, or process • Model mathematical practices • Model how to reason, problem solve, use tools, and generalize • Engage students in massed and distributed practice activities that are appropriate to their current ability to execute a skill,

strategy, or process • Guide students to generate and manipulate mental models for skills, strategies, and processes

• Employ “worked examples” or exemplars • Provide opportunity for practice immediately prior to assessing skills, strategies, and processes • Provide opportunity for students to refine and shape knowledge by encountering a task or problem in a different context

• Provide opportunity for students to increase fluency and accuracy • Provide opportunity for purposeful homework

Example Teacher Techniques for Monitoring for Learning: • Use a Group Activity to monitor that students develop automaticity with skills, strategies, or processes • Use Student Work (Recording and Representing) to monitor that students develop automaticity with skills, strategies, or processes • Use Response Methods to monitor that students develop automaticity with skills, strategies, or processes • Use Questioning Sequences to monitor that students develop automaticity with skills, strategies, or processes

Example Student Evidence of Desired Effect: • Execute or perform the skill, strategy, or process with increased confidence • Execute or perform the skill, strategy, or process with increased competence • Artifacts (i.e. worksheets, written responses, formative data) show fluency and accuracy are increasing • Explanation of mental models reveals understanding of the strategy or process • Use problem-solving strategies based on their purpose and unique characteristics • Demonstrate deepening of knowledge and/or increasing accuracy through group interactions • Explain how the use of a problem-solving strategy increased fluency and/or accuracy




Strategy was

called for but

not exhibited.

Uses strategy

incorrectly or

with parts

missing.

When the content involves a skill,

strategy, or process, the teacher

engages students in practice

activities that help them develop

fluency and alternative ways of

executing procedures, but less than

the majority of students are


student evidence at the taxonomy


When the content involves a skill,

strategy, or process, the teacher

engages students in practice activities

that help them develop fluency and

alternative ways of executing

procedures. The desired effect is displayed in the



content.

Based on student





student evidence at



32


Element #10 - Helping Students Examine Similarities and Differences Focus Statement - When presenting content, the teacher helps students deepen their knowledge of the critical content by examining

similarities and differences.

Desired Effect - Evidence (formative data) demonstrates student knowledge of critical content is deepened by examining similarities and

differences.

Example Teacher Instructional Techniques: • Use comparison activities to examine similarities and differences • Use classifying activities to examine similarities and differences

• Use analogy activities to examine similarities and differences • Use metaphor activities to examine similarities and differences • Use culturally relevant activities to help students examine similarities and differences • Use activities to identify basic relationships between ideas that deepen knowledge to examine similarities and differences • Use activities to generate and manipulate mental images that deepen knowledge to examine similarities and differences

• Ask students to summarize what they have learned from the activity • Ask students to linguistically and non-linguistically represent similarities and differences • Ask students to explain how the activity has added to their understanding • Ask students to make conclusions after the examination of similarities and differences • Ask students to look for and make use of mathematical structure to recognize similarities and differences • Facilitate the use of digital and traditional resources to find credible and relevant information to support examination of

similarities and differences

Example Teacher Techniques for Monitoring for Learning: • Use a Group Activity to monitor that student knowledge of content is deepened by examining similarities and differences • Use Student Work (Recording and Representing) to monitor that student knowledge of content is deepened by examining

similarities and differences • Use Response Methods to monitor that student knowledge of content is deepened by examining similarities and differences • Use Questioning Sequences to monitor that student knowledge of content is deepened by examining similarities and differences

Example Student Evidence of Desired Effect: • Comparison and classification artifacts indicate deeper understanding of content • Analogy and/or metaphor artifacts indicate deeper understanding of content • Response to questions indicate examining similarities and differences has deepened understanding of content • Make conclusions after examining evidence about similarities and differences • Present evidence to support their explanation of similarities and differences • Artifacts/student work examining similarities and differences involve culturally relevant content, when appropriate • Artifacts/student work indicate students have used digital and traditional resources to support examination of similarities and

differences



Not Using (0) Beginning (1) Developing (2) Applying (3) Innovating (4) Strategy was

called for but

not exhibited.

Uses strategy

incorrectly or

with parts

missing.

When presenting content, the

teacher helps students deepen their

knowledge of critical content by

examining similarities and

differences, but less than the

majority of students are displaying

the desired effect in student

evidence at the taxonomy level of


When presenting content, the

teacher helps students deepen their

knowledge of critical content by

examining similarities and

differences. The desired effect is displayed in



content.

Based on student



the desired effect in more

than 90% of the student


level of the critical

content.

33


Element #11 - Helping Students Examine Their Reasoning Focus Statement - Teacher helps students produce and defend a claim (assertion of truth or factual statement) by examining their own

reasoning or the logic of presented information, processes, and procedures.

Desired Effect - Evidence (formative data) demonstrates students identify and articulate errors in logic or reasoning and/or provide clear

support for a claim (assertion of truth or factual statement).

Example Teacher Instructional Techniques:

• Model the process of making and supporting a claim

• Model constructing viable arguments and critiquing the mathematical reasoning of others

• Ask students to examine logic of their errors in procedural knowledge when problem solving

• Ask students to provide evidence (i.e. textual evidence) to support their claim and examine the evidence for errors in logic or

reasoning

• Use specific strategies (e.g. faulty logic, attacks, weak reference, misinformation) to help students examine and analyze

information for errors in content or their own reasoning

• Guide students to understand how their culture impacts their thinking

• Ask students to summarize new insights resulting from analysis of multiple texts/resources • Ask students to examine and analyze the strength of support presented for a claim in content or in their own reasoning • Analyze errors to identify more efficient ways to execute processes or procedures

• Facilitate use of resources at the appropriate level of text complexity to find credible and relevant information to support analysis

of logic or reasoning

• Involve students in taking various perspectives by identifying the reasoning behind multiple perspectives

• Ask students to examine logic of a response (e.g. group talk, peer revisions, debates, inferences, etc.)

Example Teacher Techniques for Monitoring for Learning:

• Use a Group Activity to monitor that students identify and articulate errors in logic or reasoning and/or provide clear support for a

claim

• Use Student Work (Recording and Representing) to monitor that students identify and articulate errors in logic or reasoning

and/or provide clear support for a claim

• Use Questioning Sequences to monitor that students identify and articulate errors in logic or reasoning and/or provide clear

support for a claim

Example Student Evidence of Desired Effect:

• Analyze errors or informal fallacies (i.e. in individual thinking, text, processing, procedures)

• Explain the overall structure of an argument presented to support a claim

• Articulate support for a claim and/or errors in reasoning within group interactions

• Explanations involve cultural content

• Summarize new insights resulting from analysis

• Artifacts/student work indicate students can identify errors in reasoning or make and support a claim

• Artifacts/student work indicate students take various perspectives by identifying the reasoning behind multiple perspectives

• Artifacts/student work indicate students have used textual evidence to support their claim

• Mathematical arguments and critiques of reasoning are viable and valid

• Artifacts/student work indicate identification of common logical errors, how to support claims, use of resources, and/or how

multiple ideas are related

Example Adaptations:

• Reorganize groups

• Utilize peer resources

• Modify task



Strategy was

called for but

not exhibited.

Uses strategy

incorrectly or

with parts

missing.

Helps students produce and defend a

claim (assertion of truth or factual

statement) by examining their own

reasoning or the logic of presented

information, processes, and

procedures, but less than the

majority of students are displaying

the desired effect in student

evidence at the taxonomy level of


Helps students produce and defend

a claim (assertion of truth or factual

statement) by examining their own

reasoning or the logic of presented

information, processes, and

procedures.

The desired effect is displayed in



content.

Based on student





student evidence at



34


Element #12 - Helping Students Revise Knowledge Focus Statement - Teacher helps students revise previous knowledge by correcting errors and misconceptions as well as adding new

information.

Desired Effect - Evidence (formative data) demonstrates students make additions, deletions, clarifications, or revisions to previous

knowledge that deepen their understanding.

Example Teacher Instructional Techniques: • Ask students to state or record how hard they tried • Ask students to state or record what they might have done to enhance their learning • Utilize reflection activities to cultivate a growth mindset • Engage groups or the entire class in an examination of how deeper understanding changed perceptions of previous content • Prompt students to summarize and defend how their understanding has changed • Guide students to identify alternative ways to execute procedures • Guide students to use repeated reasoning and make generalizations about patterns seen in the content • Prompt students to update previous entries in their notes or digital resources to correct errors after activities such as

examining their reasoning or examining similarities and differences

• Guide students in a reflection process

Example Teacher Techniques for Monitoring for Learning: • Use a Group Activity to monitor that students deepen understanding by revising their knowledge • Use Student Work (Recording and Representing) to monitor that students deepen understanding by revising their knowledge • Use Response Methods to monitor that students deepen understanding by revising their knowledge • Use Questioning Sequences to monitor that students deepen understanding by revising their knowledge

Example Student Evidence of Desired Effect: • Explain what they are clear about and what they are confused about • Explain what they could have done to enhance their learning • Actions and reflections display a growth mindset • Corrections are made to written work (e.g. reports, essay, notes, position papers, graphic organizers) • Groups make corrections and/or additions to information previously recorded about content • Explain previous errors or misconceptions about content • Revisions demonstrate alternative ways to execute procedures • Revisions demonstrate repeated reasoning and generalizations about patterns seen in the content

• Reflections show clarification in thinking or processing

Example Adaptations:

• Reorganize groups


• Modify task



Strategy was called for but not exhibited.

Uses strategy

incorrectly or with

parts missing.

Engages students in revision

of previous knowledge by

correcting errors and

misconceptions as well as

adding new information, but

less than the majority of

students are displaying the

desired effect in student



Engages students in

revision of previous

knowledge by correcting

errors and misconceptions as well as

adding new information. The desired effect is




critical content.

Based on student







critical content.

35


Element #13 - Helping Students Engage in Cognitively Complex Tasks Focus Statement - Teacher coaches and supports students in complex tasks that require experimenting with the use of their knowledge by

generating and testing a proposition, a theory, and/or a hypothesis.

Desired Effect - Evidence (formative data) demonstrates students prove or disprove the proposition, theory, or hypothesis. Example Teacher Instructional Techniques:

• Based on the prior content and learning, model, coach, and support the process of generating and testing a proposition, a proposed theory, or a hypothesis

• Provide prompt(s) for students to experiment with their own thinking • Observe, coach, and support productive student struggle • Ask students to design how they will examine and analyze the strength of support for testing their proposition, theory, or hypothesis • Coach students to persevere with the complex task • Engage students with an explicit decision-making, problem-solving, experimental inquiry, or investigation task that requires them

to generate conclusions, identify common logical errors, present and support propositions, or navigate digital and traditional

resources

Example Teacher Techniques for Monitoring for Learning: • Use a Group Activity to monitor that students prove or disprove the proposition, theory or hypothesis • Use Student Work (Recording and Representing) to monitor that students prove or disprove the proposition, theory, or hypothesis • Use Questioning Sequences to monitor that students prove or disprove the proposition, theory, or hypothesis

Example Student Evidence of Desired Effect: • Explain the proposition, theory, or hypothesis they are testing • Present evidence to explain whether their proposition, theory, or hypothesis was confirmed or disconfirmed and support their

explanation • Justify the process used to support the proposition, theory, or hypothesis • Precisely explain perseverance with the task with reasoning and conclusions • Artifacts/student work indicate that while engaged in generating and testing a proposition, proposed theory, or hypothesis, students

can generate conclusions, identify common logical errors, present and support the proposition, navigate digital and traditional

resources, or identify how multiple ideas are related

Example Adaptations: • Utilize different coaching/facilitation techniques • Reorganize groups • Utilize peer resources

• Modify task



Strategy was

called for but not

exhibited.

Uses strategy

incorrectly or

with parts

missing.

Coaches and supports students in

complex tasks that require

experimenting with the use of

their knowledge by generating

and testing a proposition, a

theory and/or a hypothesis, but

less than the majority of students

are displaying the desired effect

in student evidence at the


content.

Coaches and supports students in

complex tasks that require

experimenting with the use of their

knowledge by generating and testing

a proposition, a theory, and/or a

hypothesis. The desired effect is displayed in the



content.

Based on student







critical content.

36


Element #14 - Using Formative Assessment to Track Progress Focus Statement - Teacher uses formative assessment to facilitate tracking of student progress on one or more learning targets.

Desired Effect - Evidence (formative data) demonstrates students identify their current level of performance as it relates to standards-based

learning targets embedded in the performance scale.

Example Teacher Instructional Techniques: • Help students track their individual progress toward the learning target (i.e. charts, graphs, data notebooks, etc.)

• Ask students to explain their progress toward the learning target • Ask students to provide evidence of their progress toward the learning target • Facilitate individual conferences regarding use of data to track progress • Use formative measures to chart individual and/or class progress towards learning targets using a performance scale • Use formative assessment that reflects awareness of cultural differences represented in the classroom

Example Student Evidence of Desired Effect:

• Systematically update their status on the learning targets using a chart, graph, or data notebook • Describe their status relative to learning targets using the scale (e.g. exit ticket, summary, etc.) • Individual conferences document that students provide artifacts and data regarding their progress toward learning targets • Demonstrate autonomy in providing evidence of progress on learning targets • Responses to formative assessment may involve cultural content

Example Adaptations: • Utilize peer resources • Modify task • Provide additional resources


Strategy was called for but not exhibited.

Uses strategy

incorrectly or with parts

missing.

Uses formative assessment

to facilitate tracking of

student progress on one or

more learning targets, but

less than the majority of

students are displaying the

desired effect.

Uses formative assessment

to facilitate tracking of

student progress on one or

more learning targets. The desired effect is

displayed in the majority

of students.



achieve the desired effect by


students.

37


Element #15 - Providing Feedback and Celebrating Progress Focus Statement - Teacher provides feedback to students regarding their formative and summative progress as it relates to learning targets

and/or unit goals.

Desired Effect - Evidence (formative data) demonstrates students continue learning and making progress towards learning targets as a

result of receiving feedback.

Example Teacher Instructional Techniques: • Provide specific feedback to students regarding formative and/or summative data as it relates to learning targets • Celebrate individual student progress when formative/summative data indicate gains in achieving learning targets

• Celebrate as groups make progress toward learning targets • Implement a systematic, ongoing process to provide feedback • Use a variety of ways to celebrate progress toward learning targets (not general praise) • Ensure celebrations involve culturally relevant components • Ask students to explain how they use feedback • Ask students how celebrations encourage them to continue learning

Example Student Evidence of Desired Effect: • Show signs of pride regarding their accomplishments in the class (e.g. body language, work production, quality of work, etc.) • Show signs of pride regarding development of mathematical practices • Initiate celebration of individual success, group success, and that of the whole class • Use feedback to revise or update work to help meet their learning target • Surveys indicate students want to continue making progress • Actions and responses indicate the teacher is equitable in providing feedback and/or celebrating progress

Example Adaptations: • Utilize new methods to celebrate success • Provide additional opportunities to give feedback


Strategy was called

for but not exhibited. Uses strategy

incorrectly or with

parts missing.

Provides feedback to students

regarding their formative and

summative progress as it

relates to learning targets

and/or unit goals, but less

than the majority of students

are displaying the desired

effect.

Provides feedback to students

regarding their formative and

summative progress as it

relates to learning targets

and/or unit goals. The desired effect is displayed

in the majority of students.

Based on student



the desired effect by


students.

38


Element #16 - Organizing Students to Interact with Content Focus Statement - Teacher organizes students into appropriate groups to facilitate the learning of content.

Desired Effect - Evidence (formative data) demonstrates students process content (i.e. new, going deeper, cognitively complex) as a result

of group organization.

Example Teacher Instructional Techniques: • Establish routines for student grouping and interaction for the expressed purpose of processing content • Provide guidance regarding group interactions and critiquing the reasoning of others • Provide guidance on one or more cognitive skills appropriate for the lesson • Utilize assignments or tasks at the appropriate taxonomy level of content • Provide guidance on one or more conative skills • Organize students into ad hoc groups during individual lessons (i.e. use techniques to ensure equity) • Use various group processes and activities to reflect the taxonomy level of the learning targets

Example Student Evidence of Desired Effect: • Work within groups with an organized purpose • Exhibit awareness of the power of interpretations • Avoid negative thinking • Take various perspectives • Interact responsibly and respectfully critique the reasoning of others • Appear to know how to handle controversy and conflict resolution • Actively ask and answer questions about the content (i.e. assignments or tasks) • Add their perspectives to discussions • Generate clarifying questions about the content • Explain individual student and/or group thinking about the content • Take responsibility for the learning of peers

Example Adaptations: • Reorganize groups • Utilize peer resources

• Modify task • Provide additional resources


Strategy was called for but

not exhibited. Uses strategy

incorrectly or with

parts missing.

Organizes students into

appropriate groups to

facilitate the processing of

content, but less than the


displaying the desired

effect.

Organizes students into

appropriate groups to

facilitate the processing

of content. The desired effect is

displayed in the

majority of students.




by more than 90% of the

students.

39


Element #17 - Establishing and Acknowledging Adherence to Rules and Procedures Focus Statement - Teacher establishes classroom rules and procedures that facilitate students working cooperatively and acknowledge

students who adhere to rules and procedures.

Desired Effect - Evidence (formative data) demonstrates students know and follow classroom rules and procedures (to facilitate learning)

as a result of teacher acknowledgment.

Example Teacher Instructional Techniques: • Involve students in designing classroom routines and procedures to develop a culturally responsive classroom

• Actively teach student self-regulation strategies • Use classroom meetings to review and process rules and procedures to ensure equity • Remind students of rules and procedures • Ask students to restate or explain rules and procedures • Provide cues or signals when a rule or procedure should be used • Physically occupy all quadrants of the room • Scan the entire room, making eye contact with each student • Recognize potential sources of disruption and deal with them immediately • Proactively address inflammatory situations • Consistently exhibit “withitness” behaviors • Recognize and/or acknowledge students or groups who follow rules and procedures • Organize physical layout of the classroom to facilitate work in groups and easy access to materials

Example Student Evidence of Desired Effect: • Follow clear routines during class • Explain classroom rules and procedures • Describe the classroom as an orderly and safe environment • Recognize cues and signals by the teacher • Self-regulate behavior while working individually • Self-regulate behavior while working in groups • Recognize that the teacher is aware of their behavior • Interact responsibly with teacher and other students • Explain how the individuality of each student is honored in the classroom • Describe the teacher as fair and responsive to individual students • Describe the teacher as “aware of what is going on” or “has eyes on the back of his/her head” • Respond appropriately to teacher direction and/or guidance regarding rules and procedures • Move purposefully about the classroom and efficiently access materials

Example Adaptations: • Modify rules and procedures • Seek additional student input • Reorganize physical layout of the classroom


Strategy was

called for but

not exhibited.

Uses strategy

incorrectly or

with parts

missing.

Establishes classroom rules and

procedures that facilitate students

working cooperatively and

acknowledge students who adhere

to rules and procedures, but less

than the majority of students are

displaying the desired effect.

Establishes classroom rules and

procedures that facilitate students

working cooperatively and

acknowledge students who adhere

to rules and procedures. The desired effect is displayed in

the majority of students.





students.

40


Element #18 - Using Engagement Strategies Focus Statement - Teacher uses engagement strategies to cognitively engage or re-engage students with the content.

Desired Effect - Evidence (formative data) demonstrates students cognitively engage or re-engage as a result of teacher action.

Example Teacher Instructional Techniques: • Take action or use specific strategies to re-engage students • Use academic games • Manage response rates • Use physical movement • Maintain a lively pace • Use crisp transitions from one activity to another • Demonstrate intensity and enthusiasm for the content • Use friendly controversy • Provide opportunities for students to talk about themselves as it relates to the content (i.e. incorporate cultural connections) • Present unusual or intriguing information about the content

Example Student Evidence of Desired Effect: • Behaviors show awareness that the teacher is noticing students’ level of engagement • Behaviors show the engagement strategy increases cognitive engagement • Student-centered tasks and processes produce high levels of cognitive engagement • Talk with groups or in response to questions is focused on critical content • Engage in the critical content with enthusiasm • Self-regulate engagement and engagement of peers • Actions show students are motivated by the teacher • Behaviors show students are inspired by the teacher • Multiple students or the entire class respond to questions posed by the teacher • Artifacts/student work indicate students are cognitively engaged in the critical content

Example Adaptations: • Vary engagement technique • Reorganize groups • Modify task


• Vary resources


Strategy was called

for but not exhibited. Uses strategy

incorrectly or with

parts missing.

Uses engagement strategies to cognitively

engage or re-engage

students with the content,

but less than the majority

of students are displaying




critical content.

Uses engagement strategies to cognitively

engage or re-engage students

with the content. The desired effect is displayed

in the majority of students.

Based on student




more than 90% of the students.

41


Element #19 - Establishing and Maintaining Effective Relationships in a Student-Centered Classroom Focus Statement - Teacher behaviors foster a sense of classroom community by acknowledgement and respect for the diversity of each

student.

Desired Effect - Evidence (student action) shows students feel valued and part of the classroom community. Example Teacher Instructional Techniques:

• Encourage students to share their thinking and perspectives • Seek student input regarding classroom activities and culture • Relate content-specific knowledge to personal aspects of students’ lives • Discuss with students about topics in which they are interested • Discuss equity and individual needs of students • Use student input and feedback to maintain an academic focus on rigor • Build student interests into lessons (i.e. incorporate cultural connections) • Use students’ personal interests to highlight or reinforce conative skills (e.g. cultivating a growth mindset) • Compliment students regarding academic and personal accomplishments • Engage in conversations with students about events in their lives outside of school • When appropriate, use humor and/or playful dialogue with students • Use nonverbal signals (e.g. smile, nod, “high five”, pat on shoulder, thumbs up, fist bump, silent applause, eye contact, etc.) • Remain calm in response to inflammatory situations • Interact with each student in the same calm and controlled fashion • Remain objective and in control by not demonstrating personal offense at student misconduct • Celebrate students’ individual diversity, uniqueness, and cultural traditions

Example Student Evidence of Desired Effect: • Change behavior when the teacher demonstrates understanding of their interests and diverse backgrounds • Demonstrate verbal and nonverbal behaviors that indicate they feel accepted by their teacher • Respond positively to verbal interactions with the teacher • Respond positively to nonverbal interactions with the teacher • Readily share their perspectives and thinking with the teacher • Describe their teacher as respectful and responsive to the diverse needs of each student • Actions show students trust the teacher to advocate for them • Contribute to a positive classroom community through interactions with peers

Example Adaptations: • Seek additional input from students • Seek additional resources for self and students



Strategy was

called for but

not exhibited.

Uses strategy

incorrectly or

with parts

missing.

Teacher behaviors foster a sense

of classroom community by acknowledgement and respect

for the diversity of each student,

but less than the majority of

students are displaying the desired

effect.

Teacher behaviors foster a sense

of classroom community by acknowledgement and respect

for the diversity of each student. The desired effect is displayed in






students.

42


Element #20 - Communicating High Expectations for Each Student to Close the Achievement Gap Focus Statement - Teacher exhibits behaviors that demonstrate high expectations for each student to achieve academic success.

Desired Effect - Evidence (student surveys, interviews, work) shows the teacher expects each student to perform at their highest level of

academic success.

Example Teacher Instructional Techniques: • Use methods to ensure each student is held responsible for participation in classroom activities • Chart questioning patterns to ensure each student is asked questions with the same frequency • Track grouping patterns to ensure each student has the opportunity to work and interact with other students • Does not allow negative or sarcastic comments about any student • Identify students for whom expectations are different and the various ways in which these students have been treated differently • Provide students with strategies to avoid negative thinking about one’s thoughts and actions • Ask questions of each student at the same rate and frequency • Ask complex questions of each student that require conclusions at the same rate and frequency • Rephrase questions for each student when they provide an incorrect answer • Probe each student to provide evidence of their conclusions

• Ask each student to examine the sources of their evidence • Allow students who become frustrated during questioning to collect their thoughts and have an opportunity to answer at a later

point in the lesson • Probe each student to further explain their answers when they are incorrect • Require perseverance and productive struggle in solving problems and overcoming obstacles

Example Student Evidence of Desired Effect: • Treat each other with respect • Actions show students avoid negative thinking about personal thoughts and actions • Respond to difficult questions • Take risks by offering incorrect or alternative answers • Participate in classroom activities and discussions • Artifacts/student work show the teacher won’t “let you off the hook” or “won’t give up on you” • Artifacts/student work show the teacher holds each student to the same level of expectancy as others for drawing conclusions

and providing sources of evidence • Model teacher behaviors that show care and respect for each classmate • Demonstrates perseverance and productive struggle in solving problems and overcoming obstacles

Example Adaptations: • Modify questioning techniques and patterns • Reorganize seating patterns and groups • Reflect on student interactions and change teacher behaviors


Strategy was

called for but

not exhibited.

Uses strategy

incorrectly or

with parts

missing.

Exhibits behaviors that

demonstrate high expectations for

each student to achieve academic

success, but less than the majority

of students are displaying the

desired effect.

Exhibits behaviors that

demonstrate high expectations for

each student to achieve academic

success. The desired effect is displayed in






students.

43


Element #21 - Adhering to School/District Policies and Procedures Focus Statement - Teacher adheres to school and district policies and procedures.

Desired Effect - Teacher adheres to school and district rules and procedures.

Example Teacher Evidence: • Performs assigned duties • Fulfills responsibilities in a timely manner • Follows policies, regulations, and procedures (e.g. bullying, HR plans, sexual harassment, etc.) • Maintains accurate records (e.g. student progress, attendance, parent conferences, etc.) • Understands legal issues related to colleagues, students, and families (e.g. cultural, special needs, equal rights, etc.)

• Maintains confidentiality of colleagues, students, and families

• Advocates for equality for each student • Demonstrates personal integrity and ethics • Uses social media appropriately


Makes no attempt to

adhere to school and

district policies and

procedures.

Inconsistently adheres to

school and district

policies and procedures.

Adheres to school and


procedures.

Adheres to school and


procedures and

articulates how they

adhere to school and


procedures.


evidence of how to

support school and


procedures.

44


Element #22 - Maintaining Expertise in Content and Pedagogy Focus Statement - Teacher continually deepens knowledge in content (subject area) and classroom instructional strategies (pedagogy).

Desired Effect - Teacher provides evidence of developing expertise in content area and classroom instructional strategies.

Example Teacher Evidence: • Participates in professional development opportunities • Demonstrates content expertise and knowledge in the classroom • Seeks mentorship from subject area experts • Seeks mentorship from highly effective teachers • Actively seeks help and input from appropriate school personnel to address issues that impact instruction • Demonstrates a growth mindset and/or seeks feedback • Implements a deliberate practice or professional growth plan • Seeks innovative ways to improve student achievement • Gathers and keeps evidence of the effects of specific classroom strategies and behaviors on specific categories of students (i.e.,

different socio-economic groups, different ethnic groups) • Uses a reflection process for analysis of specific strengths and weaknesses of individual lessons and units • Uses a reflection process for analysis of specific instructional strengths and weaknesses • Explains the differential effects of specific classroom strategies on closing the achievement gap • Seeks opportunities to develop deeper understanding of cultural responsiveness • Uses formative and summative data to make instructional planning decisions • Teacher observational data is correlated to student achievement data • Identifies specific areas of strengths and weaknesses within instructional strategies or conditions for learning • Keeps track of identified focus areas for improvement within instructional strategies or conditions for learning


Makes no attempt to

deepen knowledge in

content area and

classroom instructional

strategies.

Attempts to deepen

knowledge in content area

and classroom

instructional strategies.

Continually deepens

knowledge in content

(subject area) and


strategies (pedagogy).

Continually deepens

knowledge in content and


strategies and provides

evidence of developing

expertise in content area

and classroom

instructional strategies.


evidence of how to

develop expertise in

content area and


strategies.

45


Element #23 - Promoting Teacher Leadership and Collaboration Focus Statement - Teacher promotes teacher leadership and a culture of collaboration.

Desired Effect - Teacher provides evidence of teacher leadership and promoting a school-wide culture of professional learning.

Example Teacher Evidence: • Contributes and shares expertise and new ideas with colleagues to enhance student learning in formal and informal ways • Serves as an appropriate role model (i.e. mentor, coach, presenter, researcher) regarding specific classroom strategies and behaviors • Documents specific situations of mentoring other teachers • Works cooperatively with appropriate school personnel to address issues that impact student learning • Accesses available expertise and resources to support students’ learning needs • Promotes positive conversations and interactions with teachers and colleagues • Fosters collaborative partnerships with parents to enhance student success in a manner that demonstrates integrity,

confidentiality, respect, flexibility, fairness, and trust • Encourages parent involvement in classroom and school activities • Demonstrates awareness and sensitivity to social, cultural, and diverse needs of families • Uses multiple means and modalities to communicate with families • Seeks a role and participates in Professional Learning Community meetings • Serves as a student advocate in the classroom, school, and community • Participates in school and community activities as appropriate to support students and families • Serves on school and district-level committees • Works to achieve school and district improvement goals


Makes no attempt to

promote teacher

leadership and a culture

of collaboration.

Attempts to promote

teacher leadership and a culture of collaboration.

Promotes teacher


of collaboration.

Promotes teacher


of collaboration and

provides evidence of

promoting leadership as a

teacher and promoting a

school-wide culture of

professional learning.


evidence of how to

promote teacher

leadership and a culture of collaboration.

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Appendix C – Observation Instruments for Non-Classroom Instructional

Personnel

In Appendix C, the district shall include the observation rubric(s) to be used for collecting instructional

practice data for non-classroom instructional personnel.

The scoring rubrics for non-classroom teachers do not differ from the rubrics for classroom

teachers. We believe that non-classroom teachers are teachers who work with students and

provide instruction, even though they may not do it every day. It is our policy that non-

classroom teachers must notify their administrators of sessions in which they are teaching

students in order for the administrator to record an observation. Therefore, we will use the same

rubrics described in Appendix B.

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Appendix D – Student Performance Measures

In Appendix D, the district shall provide the list of assessments and the performance standards that will

apply to the assessment results to be used for calculating the performance of students assigned to

instructional personnel. The following table is provided for convenience; other ways of displaying

information are acceptable.

Student Performance Measures – Performance Standards

Assessment Description Type Performance Standard(s)

ACT National test that assesses a

student's college readiness

Achievement Percentage of students that

achieve a concordant score

as established by state

guidelines

Advanced

Placement

Environmental

Science

National test for students

enrolled in Advanced Placement

Environmental Science

Achievement Percentage of students

scoring 3 or higher

Algebra 1 EOC State end-of-course test for all

students enrolled in Algebra 1

Achievement unless

teacher chooses VAM

Percentage of students

scoring Level 3 or higher

Algebra 1 EOC

Retake

State retake test for students that

did not pass the Algebra 1 EOC



Biology 1 EOC State end-of-course test for all

students enrolled in Biology 1



Bracken Early childhood assessment of

school readiness skills

Growth Percentage of students that

achieve mandatory growth

of 3 points or more

Civics EOC State end-of-course test for all

students enrolled in Civics



Common

Assessment

State test measuring Reading and

Math growth for all students in

Juvenile Justice residential and

day treatment programs


gain at least one grade

level from the pre-test to

the post-test

FSA Mathematics State test measuring

Mathematics proficiency in

Grades 3 through 8

Achievement unless

teacher chooses VAM



FSA Reading State test measuring Reading

proficiency in Grades 3 through

10

Achievement unless

teacher chooses VAM



FSA Reading

Retake

State retake test for students that

did not pass the Grade 10 FCAT

Reading



FSAA Exams for

Reading,

Mathematics,

Science, Civics,

Algebra 1,

Geometry,

Biology, and U.S.

History

State tests measuring proficiency

for students in Grades 3 through

10 who are unable to master the

state standards even with

accommodations, assistive

technology, or instructional

materials



Geometry EOC State end-of-course test for all

students enrolled in Geometry



Industry

Certification

Tests for students enrolled in

Career and Technical Education

programs to assess industry

knowledge


taking the certification

exam that achieve a

passing score

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iReady Reading

and Mathematics

Progress monitoring exams in

Language Arts and Math for

grades Kindergarten through 5


are proficient (level varies

according to subject and

grade) and non-proficient

students that achieve

mandatory growth or more

as indicated:

Reading:

• Grades K-1 – 46 points

• Grade 2 – 39 points


• Grades 4-5 – 19 points

Math:

• Grade K – 32 points


• Grades 2-3 – 27 points



NGSSS Science State test measuring Science

proficiency in Grades 5 and 8



Performance

Matters

Progress monitoring exams in

various subjects for grades

Kindergarten through 12


are proficient (60 or

higher) and non-proficient

students that achieve

mandatory growth or more

as indicated:

All Subjects:

• Grades K-4 – 10 points

or move up a level

• Grades 5-8 – 8 points or

move up a level

• Grades 9-12 – 5 points or

move up a level

SAT National test that assesses a

student's college readiness

Achievement Percentage of students that

achieve a concordant score

as established by state

guidelines

Test of Adult

Basic Education

(TABE)

National test measuring Reading

and Math growth which we use

for all students in our Juvenile

Justice residential program since

they are allowed to take the GED

test


gain at least one grade

level from the pre-test to

the post-test

Unique Reading

and Mathematics

Standards-based Reading and

Mathematics assessments for

students with disabilities


are proficient (6 or higher)

and non-proficient students

that achieve mandatory

growth of 3 points or more

US History EOC State end-of-course test for all

students enrolled in US History



Value Added

Model (VAM)

Value-added growth

measurement for teachers using

Growth Scores are classified as:

• 4 - Highly Effective

49




the FSA Reading and Math data

of their students over a 3 year

period

• 3 – Effective

• 2 – Needs

Improvement

• 1 - Unsatisfactory)

VPK Reading and

Mathematics

State progress monitoring

assessments for pre-kindergarten

students


show growth as determined

by test guidelines

Student Performance Measures - Assessments

Teaching Assignment Assessment(s) – Summary of 100% Total

Lake Butler Elementary School teachers measured by data from the students that they teach:

Pre-Kindergarten 50% VPK Reading, 50% VPK Math

Pre-K Disabilities 50% Bracken, 25% Unique Reading, 25% Unique Math

Kindergarten 41.67% iReady Reading, 41.67% iReady Math, 16.66% Performance Matters

Science

1st Grade 41.67% iReady Reading, 41.67% iReady Math, 16.66% Performance Matters

Science

2nd ELA & Social Studies 100% iReady Reading

2nd Math & Science 66.7% iReady Math, 33.3% Performance Matters Science

3rd ELA & Social Studies 100% FSA Reading

3rd Math & Science 66.7% FSA Math, 33.3% Performance Matters Science

4th ELA & Social Studies 100% iReady Reading

4th Math & Science 66.7% iReady Math, 33.3% Performance Matters Science

K-4 Reading 50% iReady Reading GR3, 50% iReady Reading GR4

K-4 Reading 41.67% iReady Reading GR1, 58.33% iReady Reading GR2

K-4 Reading 50% iReady Reading GR1, 50% iReady Reading GR2

K-4 ESE 15.4% VAM, 42.3% iReady Reading, 42.3% iReady Math

K-4 ESE 25% Unique Reading, 25% Unique Math, 25% Bracken, 12.5% iReady Reading,

12.5% iReady Math

K-4 ESE 50% iReady Reading, 41.67% iReady Math, 8.33% Performance Matters Science

(Lamb)

K-4 ESE 50% iReady Reading GR2, 50% iReady Math GR2

K-4 ESE 16.67% FSAA Reading, 16.67% FSAA Math, 16.66% Unique Reading, 16.67%

Unique Math, 16.67% iReady Reading, 16.66% iReady Math

K-4 ESE 25% FSAA Reading, 25% FSAA Math, 25% Unique Reading, 25% Unique Math

K-4 ESE 16.67% FSA Reading GR3, 16.67% FSA Math GR3, 33.3% iReady Reading GR3,

33.3% Performance Matters Science

K-4 ESE 58.33% iReady Reading Kindergarten, 41.67% iReady Math Kindergarten

K-4 Art 50% iReady Reading, 50% iReady Math

K-4 Health 50% iReady Reading, 50% iReady Math

K-4 Physical Education 50% iReady Reading, 50% iReady Math

K-4 Music

28.5% LBES iReady Reading, 28.5% LBES iReady Math, 14.4% UCHS Performance Matters Jazz, 14.3% UCHS Performance Matters Orchestra, 14.3%

UCHS Performance Matters Band

Lake Butler Elementary School teachers measured by data from all students in the school: K-4 Reading Coach 60% iReady Reading GR K-2 Students, 40% FSA Reading GR 3-4 Students

K-4 School Counselor

16.67% iReady Reading, 16.67% iReady Math, 16.67% FSA Reading, 16.67%

FSA Math, 8.33% FSAA Reading, 8.33% FSAA Math, 16.66% Performance

Matters Science

K-4 Media Specialist 50% iReady Reading, 50% iReady Math

50




K-4 Staffing Specialist

16.67% iReady Reading, 16.67% iReady Math, 16.67% FSA Reading, 16.67%

FSA Math, 8.33% FSAA Reading, 8.33% FSAA Math, 16.66% Performance

Matters Science

K-4 Math Coach 60% iReady Math GR K-2 Students, 40% FSA Math GR 3-4 Students

Lake Butler Middle School teachers measured by data from the students that they teach:

5th ELA & Social Studies 100% Performance Matters Reading

5th Math & Science 66.7% Performance Matters Math, 33.3% Performance Matters Science

6th ELA 33.3% VAM, 66.7% Performance Matters Reading

6th ELA 100% VAM

7th ELA 100% Performance Matters Reading


8th ELA 100% Performance Matters Reading


8th ELA, 7th Civics, and

6th Social Studies

58% Performance Matters Reading, 21% Performance Matters Civics and 21%

Performance Matters 6th Grade Science

6-8 Reading 100% VAM

6th Math 15% VAM, 85% Performance Matters Math

6-7 Math 50% VAM, 50% Performance Matters Math

6-8 Math 25% VAM, 75% Performance Matters Math

7-8 Math 66.7% VAM, 33.3% Algebra 1 EOC

8th Math 50% VAM, 50% Performance Matters Math

6th Science 100% Performance Matters Science

6-8 Science 100% Performance Matters Science



6th Social Studies 100% Performance Matters World History

6-8 Social Studies 33.4% Performance Matters Civics, 33.3% Performance Matters US History,

33.3% Performance Matters World History

7th Social Studies 33.3% Civics EOC, 66.7% Performance Matters Civics

8th Social Studies 100% Performance Matters US History

5-8 ESE 58% Performance Matters Reading, 21% Performance Matters Civics and 21%

Performance Matters 6th Grade Science

5-8 ESE 25% FSAA Reading, 25% FSAA Math, 25% Unique Reading, 25% Unique Math

5-8 ESE 66.7% Performance Matters Math, 33.3% PM Science

5-8 ESE 100% Performance Matters Reading

5-8 ESE 100% Performance Matters Science

5-8 ESE 33.34% Performance Matters Civics, 33.33% Performance Matters US History,

33.33% Performance Matters World History

5-8 ESE 33.34% Performance Matters Reading, 33.33% Performance Matters Math,

33.33% Performance Matters Science

5-8 ESE 33.3% VAM, 66.7% Performance Matters Reading

5-8 ESE & 5-6 Health 100% Performance Matters Reading

5-8 ESE & 6 Math 100% VAM

7-8 Technology 100% Performance Matters Tech. Support

5-8 Art 100% Performance Matters Reading

6-8 Agriscience 100% Performance Matters Agriscience

5-8 Computers 100% Performance Matters Computers

5-8 Gifted & Library 50% Performance Matters Reading (Gifted Students Only), 50% Performance

Matters Library Aide Exams

5-8 Music 100% Performance Matters Music

5-8 P. E. 100% Performance Matters Physical Education

7-8 Technology 100% Performance Matters Tech. Support

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Lake Butler Middle School teachers measured by data from all students in the school:

5-8 Reading Coach 25% FSA Reading, 25% iReady Reading, 25% Performance Matters Reading, 25%

Performance Matters Social Studies

5-8 School Counselor 20% FSA Reading, 20% FSA Math, 10% Algebra 1 EOC, 25% Performance

Matters Reading, 25% Performance Matters Math

5-8 Math Coach

10% 5th Grade FSA Math, 10% 6th Grade FSA Math, 10% 7th Grade FSA Math,

10% 8th Grade FSA Math, 10% Algebra I EOC, 10% 5th Grade Performance

Matters Math, 10% 6th Grade Performance Matters Math, 10% 7th Grade

Performance Matters Math, 10% 8th Grade Performance Matters Math, 10%

Performance Matters Algebra

5-8 Staffing Specialist 20% FSA Reading, 20% FSA Math, 10% Algebra 1 EOC, 25% Performance

Matters Reading, 25% Performance Matters Math

Union County High School teachers measured by data from the students that they teach:

9-12 English 16.7% VAM, 83.3% Performance Matters English

9-12 English 100% Performance Matters Reading

9-12 Reading 33.3% Performance Matters Reading, 66.7% FSA Reading Retake/SAT/ACT

9-12 Math 50% Performance Matters Algebra 2, 16.7% Performance Matters Statistics, 33.3%

Performance Matters Liberal Arts Math

9-12 Math 16.7% Performance Matters Liberal Arts Math, 16.7% Performance Matters

Algebra 1, 66.6% Performance Matters Math for College Readiness

9-12 Math 100% Performance Matters Geometry

9-12 Math 100% Performance Matters Algebra 1

9-12 Science 60% Performance Matters Chemistry, 20% Advanced Placement Environmental

Science Exam, 20% Biology EOC

9-12 Science 100% Performance Matters Environmental Science

9-12 Science 100% Biology EOC

9-12 Science & Health

Science

20% Biology EOC, 20% Performance Matters Biology, 40% Performance Matters

Environmental Science, 20% EMR Industry Certifications

9-12 Social Studies 100% US History EOC

9-12 Social Studies &

Gifted 100% Performance Matters Reading (including Gifted Students)

9-12 Social Studies &

Technology

33.3% Performance Matters US Government, 33.3% Performance Matters

Economics, 16.7% Performance Matters Reading (World History students), 16.7%

Performance Matters Reading (Emerging Technology students)

9-12 ESE 100% Performance Matters Algebra 1

9-12 ESE 100% Performance Matters Reading

9-12 ESE 25% FSAA Reading, 25% FSAA Math, 25% Unique Reading, 25% Unique Math

9-12 ESE 33.4% FSAA Reading (9/10), 33.3% FSAA Geometry, 33.3% FSAA Biology

9-12 Agriculture 100% Performance Matters Reading

9-12 Art 100% Performance Matters Reading

9-12 Business 50% MOS Industry Certifications, 50% Performance Matters Reading

9-12 Dropout Prevention 100% Performance Matters Reading

9-12 Health Science 50% CNA Industry Certifications, 50% Performance Matters Reading

9-12 Health Science 83.3% Performance Matters Anatomy, 16.7% EKG Industry Certifications

9-12 Industrial Arts 66.7% Performance Matters Materials & Processing 1, 33.3% Performance Matters

Reading (Materials & Processing 2 Students Only)

9-12 Music 33.4% Performance Matters Jazz, 33.33% Performance Matters Orchestra, 33.33%

Performance Matters Band

K-4 & 9-12 Music

28.5% LBES iReady Reading, 28.5% LBES iReady Math, 14.4% UCHS

Performance Matters Jazz, 14.3% UCHS Performance Matters Orchestra, 14.3%

UCHS Performance Matters Band

9-12 PE 100% Performance Matters Reading

52




9-12 ROTC 100% Performance Matters ROTC 1

9-12 ROTC 66.7% Performance Matters ROTC 3, 33.3% Performance Matters ROTC 4

9-12 Technology 100% Performance Matters Reading

Union County High School teachers measured by data from all students in the school:

9-12 Staffing Specialist

90% Growth from Performance Matters Assessments (total number of those who

showed growth on Performance Matters Reading, Algebra, Geometry, US History,

and Biology divided by the total number who took those assessments), 10% FSA

Reading/Reading Retake (Level 3 or higher) & ACT/SAT (achieved concordant or

college ready score)

9-12 Career Counselor

100% Growth from Performance Matters Assessments (total number of those who

showed growth on Performance Matters Reading, Algebra, Geometry, US History,

and Biology divided by the total number who took those assessments)

9-12 Media Specialist 100% Performance Matters Reading

9-12 Reading Coach 50% Performance Matters Reading, 50% FSA ELA

Union County Alternative Classroom teachers measured by data from the students that they teach:

K-12 Dropout Prevention 50% Performance Matters (5-12) & iReady (K-4) Reading, 50% Performance

Matters (5-12) & iReady (K-4) Math

Union Juvenile Residential Facility teachers measured by data from the students that they teach:

6-12 Dropout Prevention 50% TABE, 50% Common Assessment

Union Juvenile Residential Facility teachers measured by data from all students in the school: 6-12 Career Counselor 50% TABE, 50% Common Assessment

53


Appendix E – Summative Evaluation Forms

In Appendix E, the district shall include the summative evaluation form(s) to be used for instructional

personnel.

There are no forms. All aspects of teacher evaluation are maintained electronically within the

Marzano iObservation online system. The following pages contain screenshots of a sample final

54


evaluation.

55


56


57
