These ratings will be converted to numbers so that the new weights for Instructional Practice and Student Performance can be calculated given the new percentage weights: Original Summative Score / Rating Unsatisfactory (0-54) Needs Improvement / Developing (55-111) Effective (112-139) Highly Effective (140-150) Conversion value 1 2 3 4 The overall rating will be calculated as follows (example): Original Summative Score / Rating Conversion Score X Weight IP = 66.67% SP = 33.33% = Final Rating Instructional Practice Effective (130) 3 X .667 2.00 Student Performance Needs Improvement (100) 2 X .333 .66 Total Rating 2.66 Overall Rating Scale – Student Performance Portion & Summative Rating Unsatisfactory Needs Improvement / Developing Effective Highly Effective 0-.99 1.00-1.99 2.00-2.99 3.00-4.00 Student Performance Data Linked to Teacher Evaluation Elementary Grade Level Student Performance Data Growth Measure or Proficiency Students Assigned Additional Information Data Location
Individual / School / District Elementary VPK FLKRS Proficiency Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective 45%-64% Proficient = Needs Improvement 0%-44% Proficient = Unsatisfactory State Reporting Kindergarten Reading – Growth Measure Individual See I-Ready Growth Chart (Appendix B) Performance Matters/ I-Ready reporting And Teacher maintained data through IPDP* First Reading – Growth Measure Individual See I-Ready Growth Chart Performance Matters/ I-Ready reporting And Teacher maintained data through IPDP* Second Reading – Growth Measure Individual See I-Ready Growth Chart Performance Matters/ I-Ready reporting And Teacher maintained data through IPDP* Third Reading – Growth Measure Individual See I-Ready Growth Chart Performance Matters/ I-Ready reporting And Teacher maintained data through IPDP*
Fourth Florida State Assessment (FSA) Math/Reading Combined VAM Growth Measure Individual Performance Matters/ I-Ready reporting And Teacher maintained data through IPDP* Fifth FSA Math/Reading Combined VAM Growth Measure Individual Performance Matters/ I-Ready reporting And Teacher maintained data through IPDP* Art, Music, PE Subject Area Teacher Developed Assessment Proficiency Or Growth Measure (see additional information) Individual See Teacher Developed Assessment Requirements. Selection must be indicated on IPDP Performance Matters/ Teacher maintained data Media Reading – Or Media Skills Assessment (Teacher Developed) Proficiency Or Growth Measure (see additional information) Individual See Teacher Developed Assessment Requirements. Selection must be indicated on IPDP Performance Matters/ Teacher maintained data through IPDP* *Teachers will participate in roster verification process for purpose of matching students present for both FTE windows. Teachers are permitted to submit names of students that they feel should not be attributed to their overall student performance data (students with considerable attendance, discipline issues). For example: Mary Smith may have been present for both FTE windows, and is therefore matched for teacher performance data purposes; however, the student was absent 26 days from class due to hospitalization. By statute, anything over 18 days is considered habitually truant. Middle Grades
Grade Level Student Performance Data Growth Measure or Proficiency Students Assigned Individual / School / District Additional Information Data Location Middle FSA Subjects (ELA, Math, Reading) FSA Reading VAM Growth Measure Individual Performance Matters/ I-Ready reporting And Teacher maintained data through IPDP* Non-FSA Subjects (Science, Social Studies, Explos) Subject Area Teacher Developed Assessment Or Proficiency Or Growth Measure (see additional information) Individual See Teacher Developed Assessment Requirements. Selection must be indicated on IPDP Performance Matters/ I-Ready reporting And Teacher maintained data through IPDP* Science (8) NGSSS Science Proficiency Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective 45%-64% Proficient = Needs Improvement 0%-44% Proficient = Unsatisfactory Performance Matters AVID AVID EOC Proficiency Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective 45%-64% Proficient = Needs Improvement 0%-44% Proficient = Unsatisfactory Performance Matters Algebra I Algebra EOC FSA VAM formula % Proficient if other grade levels Individual Performance Matters/ State reporting
Civics Civics EOC % Proficient if other grade levels Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective 45%-64% Proficient = Needs Improvement 0%-44% Proficient = Unsatisfactory Performance Matters/ State reporting Multiple grade level teachers: If a teacher has multiple VAM scores because he/she teaches multiple subjects, then the score(s) used will represent the proportion of what the teacher instructs during the day. High School Level Grade Level Student Performance Data Growth Measure or Proficiency Students Assigned Individual/School /District Additional Information Data Location High School FSA Subjects (9, 10 ELA, Reading) FSA Reading VAM Growth Measure Individual Performance Matters/ I-Ready reporting And Teacher maintained data through IPDP* Non-FSA Subjects (Science, Social Studies, Electives) Subject Area Teacher Developed Assessment Or Proficiency Or Growth Measure (see additional information) Individual See Teacher Developed Assessment Requirements. Selection must be indicated on IPDP Teacher maintained data AVID AVID EOC Proficiency Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective 45%-64% Proficient = Needs Improvement Performance Matters
0%-44% Proficient = Unsatisfactory Algebra Algebra EOC FSA VAM formula % Proficient if other grade levels Individual Performance Matters/ State reporting Algebra II Algebra II EOC % Proficient Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective 45%-64% Proficient = Needs Improvement 0%-44% Proficient = Unsatisfactory Performance Matters/ State reporting Biology Biology EOC % Proficient if Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective 45%-64% Proficient = Needs Improvement 0%-44% Proficient = Unsatisfactory Performance Matters/ State reporting Geometry Geometry EOC % Proficient Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective 45%-64% Proficient = Needs Improvement 0%-44% Proficient = Unsatisfactory Performance Matters/ State reporting US History US History EOC % Proficient Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective Performance Matters/ State reporting
45%-64% Proficient = Needs Improvement 0%-44% Proficient = Unsatisfactory CTE Courses CTE Examinations Proficiency Individual <85% Proficient = Highly Effective 65%-84% Proficient = Effective 45%-64% Proficient = Needs Improvement 0%-44% Proficient = Unsatisfactory District reporting / And Teacher maintained data through IPDP AP Teachers AP Test Proficiency Individual <80% Proficient = Highly Effective 50%-79% Proficient = Effective 30%-49% Proficient = Needs Improvement 0%-29% Proficient = Unsatisfactory (SB1076) District reporting / And Teacher maintained data through IPDP Teachers (Juniors and Seniors only) ELA, Reading Multiple grade level teachers: If a teacher has multiple VAM scores because he/she teaches multiple subjects, then the score(s) used will represent the proportion of what the teacher instructs during the day. Special Education
Grade Level Student Performance Data Growth Measure or Proficiency Students Assigned Individual / School / District Additional Information Data Location ESE Classes – Special Assessment K-3: FAA FSA Grades FAA Proficiency Individual <80% Proficient = Highly Effective 50%-79% Proficient = Effective 25%-50% Proficient = Needs Improvement 0%-24% Proficient = Unsatisfactory Performance Matters / State Reporting Classes – Standard Assessment K-10: I-Ready Reading Or FSA Reading VAM Growth Individual See I-Ready Growth Chart Performance Matters / State Reporting Inclusion – Standard Assessment K-10: I-Ready Reading Or FSA Reading VAM Growth Individual See I-Ready Growth Chart Performance Matters / State Reporting Student Services / Support Services Grade Level Student Performance Data Growth Measure or Proficiency Students Assigned Individual / School / District Additional Information Data Location Student Services Guidance: Elementary School Wide VAM Growth School wide (All students) 30% School Wide VAM 20% School Wide IReady Growth Performance Matters / State Reporting Survey Monkey Results Guidance: MS&HS School Wide VAM Growth School wide (All students) 30% School Wide VAM 20% School Wide IReady Growth Performance Matters / State Reporting Survey
are rigorous and relevant. Clearly articulates how learning outcomes are aligned with goals, objectives and content consistently. Learning outcomes are clearly and specifically articulated so students understand the plan and the reasons for the activities. PLANNING/PREPARATION Continued: Organization (Correlates with Domain Indicator 1) Utilizes district and state content standards to develop long range plans and continues to monitor and adjust throughout the semester/year. Continually revisits long range plans, sharing findings and drawing conclusions with colleagues. Utilizes district and state content standards to develop long range plans. Revisits long range plans as the year progresses. Has some understanding of the district and state content standards and sometimes addresses them in lesson plans. District and state content standards are not evident in long range or daily planning process. Engagement (Correlates with Domain Indicators 6, 7, 9) Has a deep understanding of how students learn and plans instructional activities so all students are actively involved in the learning process. Researches literature to stay abreast of the latest innovative strategies and materials and seeks ways to embed them when planning for student engagement. Understands how students learn and plans for the use of a variety of instructional strategies. Does some research regarding increased student involvement and writes plans incorporating new ideas. Understands that all students should be involved in the learning process and is beginning to plan accordingly some of the time. Does not understand how students learn and pays little attention to active involvement by all students during the learning process. Plans do not reflect understanding of the learning process. Assessments (Correlates with Domain Indicator 5) Utilizes diagnostic and summative assessments and a variety of assessments strategies to gather data to assist with decision making during planning. Utilizes data from assessments to revisit and revise Diagnostic and summative assessments and a variety of assessment strategies are used to gather data for consideration during planning. A review of assessment data Has some knowledge of ongoing assessments to inform teaching and learning, but relies on end of the unit or chapter tests most of the time. Learning outcomes are seldom assessed except for standardized tests. Plans are written and followed with little attention to student needs or outcomes during
Domain Indicators 10, 15) collaborate and maintain a positive, respectful and learning environment. non-threatening learning environment. environment but has not implemented them. uncaring and negative. Techniques (Correlates with Domain Indicators 11, 12) Maintains academic focus through a variety of motivational techniques. Students are actively engaged in the learning process and take responsibility for their learning. Maintains academic focus through motivational techniques. Students are actively engaged in the learning process. Does not consistently maintain academic focus. Not all students are engaged in the learning process. Lacks academic focus. Students are frequently and not engaged in the learning process. Efficiency/Time Management (Correlates with Domain Indicators 14, 16, 17, 18, 19) Maximizes instructional time and minimizes interruptions by implementing classroom routines that are followed effortlessly by all students. Transitions are smooth with students assuming responsibility; no instructional time is lost. Establishes and posts routines but students require prompting to follow them. Transitions are smooth; little instructional time is lost. Establishes routines but they are not followed by all students or maintained by the teacher, occasionally resulting in the loss of instructional time. Smooth transitions do not always occur, resulting in a loss of instructional time. Has not established routines and instructional time is frequently lost for routine tasks and interruptions. Transitions result in lost instructional time and behavior problems. CLASSROOM MANAGEMENT Continued: Behavior Management (Correlates with Domain Indicators 13, 20) -Anticipates student behavior and prevents problem. -A wide variety of appropriate and effective behavior management techniques have been established and utilized. -School rules, administrative regulations and Board policies are followed and enforced on a daily basis. Consistently monitors student behavior. Appropriate and effective behavior management techniques have been established and utilized. Administrative regulations and Board policies are followed and enforced. Sporadically monitors student behavior. Behavior management techniques are not consistently applied, resulting in behavior problems. Administrative regulations and Board policies are not consistently followed or enforced. Rarely monitors student behavior. Very few effective behavior management techniques are utilized, resulting in frequent behavior problems. School and district rules and policies are not followed.
and strategies accordingly. Uses data from diagnostic measures to plan for ways to meet individual needs. Confers with colleagues to gather data relative to individual student needs and progress and then plans accordingly. meet student needs. Uses data from ongoing diagnostic measures to more clearly align lesson design for the needs of groups of students. students prior to instruction. Sometimes utilizes ongoing diagnostic strategies to inform lesson design during the course of a study. Does not check for understanding or for diagnostic information during the course of a unit of study. Analysis (Correlates with Domain Indicator 23, 28) Analyzes, interprets and uses a variety of data, often seeking colleagues input regarding instructional planning, teaching strategies and program evaluation. Reviews available data to evaluate instructional planning, teaching strategies and program evaluation. Reviews available data, instructional planning and teaching strategies, but has done little to initiate own instructional planning or program evaluation. Does not analyze own instructional planning, teaching strategies or program evaluation. ASSESSMENT/EVALUATION Continued: Understanding (Correlates with Domain Indicators 24, 25) Uses a variety of methods to check for understanding throughout the lesson and corrects, provides praise or reteaches as appropriate. Frequently checks for understanding and reteaches as appropriate. Asks students if they understand the lesson, but often does not follow up with individual feedback. Seldom checks for individual student understanding. Communication (Correlates with Domain Indicator 26) Frequently executes a plan to clearly articulate academic progress to individual students, their parents and appropriate colleagues frequently and in a variety of formats. Regularly articulates academic progress to individual students, their parents, and appropriate colleagues. Infrequently articulates academic progress to individual students, their parents, and appropriate colleagues. Provides academic data to students and asks them to take it home to their parents. Does not attempt to provide academic data or communicate with parents. Responsibility (Correlates with Sets high stakes goals for self and models appropriate Models the goal setting process by sharing Encourages students to do their best and Permits students to move along in the instructional
Indicators 31, 33, 34, 35, 36, 37) and motivate all students. Consistently utilizes current research and new and innovative instructional materials. Seeks out and integrates technology to maximize student learning. Incorporates a variety of activities designed to foster higher level thinking and problem solving. All students are involved in relevant work in which they are active learners and problem solvers. groupings to foster student learning. Utilizes available technology and has students think about, discuss and use the ideas and skills being taught. Incorporates activities designed to foster higher level thinking and problem solving. Most students are involved in relevant work in which they are active learners and problem solvers. materials and groupings with mixed success. Understands the importance of technology but rarely incorporate it into lessons effectively. Lessons do not actively involve all students in learning activities or incorporate higher level thinking. Students are compliant with learning tasks. and fails to reach most students. Does not incorporates technology into lessons. Most lessons consist of lectures to passive students, reading the textbook or completing worksheets. STUDENT INSTRUCTIONAL ENGAGEMENT Continued: Monitoring and Feedback (Correlates Indicators 32, 37) Utilizes multiple formative and summative assessments to assess student understanding and mastery of content. Feedback is specific and consistently provided in a timely manner. Creates opportunities for learners to monitor and analyze their own progress. Makes ongoing adjustments in teaching strategies based upon individual student learning. Utilizes standardized formative and summative assessments instruments to assess student understanding and mastery of content. Provide learners timely and consistent feedback. Creates few opportunities for students to monitor their progress. Monitors classroom performance and adjusts teaching strategies. Fails to consistently use formative and summative instruments to assess student understanding and mastery of content. Understands the importance of feedback but fails to consistently provide it in a timely manner. Does not always adjust instruction based upon results. Sporadically monitors student learning. Provides untimely feedback. There is no evidence that instructional strategies are adjusted or modified for individual students or the class. Students are not given the opportunity to monitor their progress. Individual Student Needs (Correlates with Domain Skillfully meets the learning needs and accommodates the learning styles of individual students by differentiating and Differentiates and scaffolds instruction to accommodate most students’ learning needs. Attempts to accommodate students with special needs, but meets with mixed success. Fails to provide differentiated instruction for students with special needs.
Indicators 33, 35, 38) scaffolding instruction. Displays knowledge of the learning needs and accommodates for all students, including those with special needs. Makes appropriate accommodations for most students including those with special needs so that they can be engaged in the content. May miss opportunities to differentiate instruction. Displays little knowledge of student needs. Intervention (Correlates with Domain Indicators 41) Is well educated on the signs of student distress and abuse and district policies for referral and reporting. Constantly monitors students’ behavior and physical condition and acts promptly when signs are observed or conditions reported to the teachers. Is educated on the signs of student distress and abuse and district policies for referral and reporting. Acts promptly when signs are observed or conditions reported to the teacher. Is aware of some of the signs of student distress and abuse and district policies for referral and reporting. Fails to report signs of distress or abuse consistently in a timely manner. Is unaware of the signs of student distress and abuse and district policies for referral and reporting. Does not report signs of distress or abuse as required. TECHNOLOGY Use appropriate technology in instructional delivery. Use technology to establish an atmosphere of active learning. Provide students with opportunities to use technology to gather and share information with others. Facilitate student access to the use of electronic resources. Use technology to review student assessment data. Use technology for administrative tasks. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory Delivery (Correlates with Domain Indicators 42, 47) Seeks out and envisions novel ways for using technology to deliver content in a variety of ways. Frequently uses technology to earn students interest and desire to continue with the learning task. Frequently uses technology to design lessons that are rigorous and relevant. Uses technology to deliver content in a variety of ways. Realizes that technology use will increase student interest and desire for learning. Uses technology to increase higher level thinking skills. Technology use is often seamless in lesson design. Is beginning to explore the occasional use of technology to engage students in the learning process. Technology use is occasionally seamless in lesson design. Uses technology for mundane tasks like copying sentences or filling in blank type answers from an overhead projector or projection system. Technology use is rarely seamless in lesson design.
Uses technology to create avenues for parental involvement in the learning process. Maintains accurate and timely records, assisting others with proven record keeping strategies. Fulfills all administrative record keeping requirements in a timely and accurate manner. Occasionally fails to complete reports on time or accurately. COLLABORATION Communicate effectively, orally and in writing, with other professionals, students, parents, and community. Collaborate with students, parents, school staff, and other appropriate persons to assist in meeting student needs. Provide accurate and timely information to parents and students about academic and behavioral performance of students. Work with other teachers in curriculum development, special activities, and sharing ideas and resources. Establish and maintain a positive collaborative relationship with the students’ families to increase student achievement. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory Students and Families (Correlates with Domain Indicators 48, 49, 50, 52) Initiates and maintains a positive collaborative relationship with parents and families including difficult to reach parents. Provides leadership in working collaboratively with parents to improve student performance and/or behavior. Provides frequent information to parents about the instructional program and their student’s progress. Students’ participation in preparing materials for their families. Written and oral communications Communicates in a timely and consistent manner with parents for the benefit of students. Works collaboratively with parents to improve student performance and/or behavior. Provides frequent information to parents about the instructional program and their student’s progress. Returns parent phone calls and emails promptly and provides opportunities for families to be involved. Communications to parents are sporadic and inconsistent. Works collaboratively with parents only when directed to do so. Provides parents the minimum information concerning the instructional program and their student’s progress. Is slow to respond to parent concerns. Written and oral communications contain occasional errors. Frequently fails to communicate with parents concerning the instructional program or their students’ progress. Fails to return parent phone calls or work collaboratively with parents. Written and oral communications frequently contain errors.
contain no errors and contain relevant student information. Written and oral communication is always informative. Other Professionals (Correlates with Domain Indicators 48, 49) Provides leadership in working with school staff and other professionals to assist in meeting student needs and improving student performance. Works collaboratively with school staff and other professionals to assist in meeting student needs and improving student performance. Works with school staff and other professionals to assist in meeting student needs and improving student performance only when directed to do so. Frequently fails to work with school staff and other professionals to assist in meeting student needs and improving student performance. Teamwork (Correlates with Domain Indicator 51) Continually provides leadership in the development of and/or implementation of standards. Initiates the sharing of ideas and resources with team members. Sometimes participation in team planning to implement state/district standards. Participation in the sharing of ideas and resources with team members. Occasionally participates in team meetings and planning sessions. Occasionally shares ideas or resources with team members. Rarely participates in team meetings or planning sessions. Rarely provides almost no ideas or resources for team members. PROFESSIONAL LEARNING Engage in continuing improvement of professional knowledge and skills, instructional methodology, learning theory, curriculum and content. Assist others in acquiring new knowledge and understanding. Conduct a personal assessment periodically to determine professional development needs with reference to specific instructional assignment. Participate in school data collection of teacher input on principal’s performance assessment program. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory Collaboration (Correlates to Domain Indicators 53) Meets with colleagues at least weekly to review student work, design lessons or share curriculum information. Regularly meets, and often leads colleagues in the review of data for planning purposes. Meets with colleagues weekly to review data and plan. Regularly meets with colleagues to discuss lesson design and student work. Actively participates at Professional Attends collaborate meetings as required. Is beginning to see some value in spending time sharing personal reflections and student work with colleagues. Attends collaborative meetings but rarely contributes. Rarely shares student’s work, discusses lessons or data.
Often leads and shares pertinent information at Professional Learning Community meetings. Opens classroom doors and models effective techniques and strategies for colleagues. Learning Community meetings. Leadership Contributions (Correlates to Domain Indicators 54, 56) Continually seeks out ways to become a more effective teacher. Creates opportunities to provide professional development for colleagues. Represents the faculty at meetings and training sessions. Assumes responsibility for disseminating information to the faculty. Works with colleagues to plan and present workshops. Serves on committees and shares information with others. Attends professional development activities but does not serve in a leadership role. Attends meetings, professional development as required but seldom relates new information to professional growth. PROFESSIONAL LEARNING Continued: (Correlates to Domain Indicator 55) Conducts seeks input from colleagues and writes a detailed improvement plan (Individual Professional Development Plan) that focuses on improved student outcomes. Routinely monitors strategies to assure that progress is being made toward goal attainment. Gather data and talks with colleagues about findings. Conducts a and meets with selected colleagues to get input, develop strategies and to write an improvement plan. Aligns learning opportunities to focus on selected goals. Recognizes the need to continuously improve and conducts a Writes personal goals that focus on improving teaching. Looks for evidence of goal attainment at the end of the semester/year. Fails to conduct a self-assessment or to write goals as required.
PROFESSIONAL RESPONSIBILITIES Act in a professional and ethical manner and adhere at all times to The Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida. Demonstrate attention to punctuality, attendance, records, and reports. Maintain confidentiality of student and other professional information. Comply with policies, procedures, and programs. Support school improvement initiatives by active participation in school activities, services, and programs. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory Reliability (Correlates with Domain Indicators 58, 60) Carries out assignments conscientiously and punctually, keeps meticulous records and is never late for duties or assignments. Is punctual and reliable with paperwork, duties and assignments. Keeps accurate records. Occasionally is late or fails to complete paperwork, duties and assignments. Makes errors in records. Frequently fails to complete assignments, makes errors in records and misses deadlines or meetings. Judgment/ Professionalism (Correlates with Domain Indicators 57, 59) Is always ethical and honest and uses impeccable judgment. Always observes appropriate boundaries and respects confidentiality. Takes a leadership role in team or departmental decision-making and helps ensure that these decisions are based on the highest professional standards. Is ethical and honest and uses good judgment. Maintains appropriate boundaries and student confidentiality. Actively participates in team or departmental decision-making and observes professional standards. Sometimes uses questionable judgment and is less than completely honest and direct. Sometimes violates boundaries and occasionally discloses student information. Participates in team or departmental decision-making but decisions are not always based on professional standards. Acts in an unethical or ethically questionable manner. Uses poor judgment and cannot be counted upon to be honest. Violates appropriate boundaries and discloses student information. Makes decisions based solely on self-interests. Contributions (Correlates with Domain Indicator 61) Serves as a leader in at least one aspect of the school and is an important member of teacher teams and committees. Is a leader for one or more school activities. Is a positive team member and volunteers to serve on committees and attend school activities. Contributes ideas and expertise to accomplish the Rarely serves on a committee or attends school activities.. Rarely contributes ideas to improve the school or support its mission. Declines invitations to serve on committees or attend school activities. Never contributes ideas to improve the school or support its missions.
To which portion of your school’s improvement plan does your goal apply? For purposes of the STUDENT PERFORMANCE PORTION OF YOUR EVALUATION, what student data option (if an option is available) are you choosing? Please refer to the chart “Student Performance Linked to Teacher Evaluation” as needed. FLKRS I-Ready Reading/Math Combined I-Ready Reading I-Ready Math FSA Reading VAM FSA Math VAM FSA Math/Reading Combined VAM Teacher developed assessment EOC VAM CTE examination School Score / Survey ACTIVITIES / STRATEGIES TO ATTAIN THIS GOAL: What will you do to help your students attain this goal? What related professional development/resources will you need to assist you in helping you and your students attain this goal? What documentation / evidence will you provide to demonstrate your progress/your students’ progress towards this goal? INITIAL PLANNING REVIEW DATE: ADMINISTRATOR INITIALS: TEACHER INITIALS: MID-YEAR REVIEW: What progress have your students made toward the goal? Include data/evidence of your students? Do you need any additional, professional development, assistance to achieve your goal? (If yes, please identify what assistance is needed. If no, please explain how the professional development you have completed thus far assisted you and your students in making progress toward the goal you have established.) MIDYEAR REVIEW DATE: ADMINISTRATOR INITIALS:
Recognize overt indicators of student distress or abuse and take appropriate intervention, referral, or reporting actions. STUDENT INSTRUCTIONAL ENGAGEMENT (Continued) Unsatisfactory X 0 = Needs Improvement/Developing X .93 = Effective X 1.85 = Highly Effective X 2.31 = Category Raw Score Category Raw Score Unsatisfactory 0 Needs Improvement/Developing 12-18 Effective 19-24 Highly Effective 25-30 Summative Scale Value 0 12 24 30