PERFORMANCE
EVALUATION PLAN
BHSD228
M ay 2 8 , 2 01 5
DANIELSON
Changes to
the
process
POSITION ON CHANGES
 Recommendations made by the pre -PERA committee to the
negotiating team
 Based on feedback from teachers and observers
 Meant to make the process more streamlined and ef fective
TENURED TEACHER OBSERVATIONS
 1 Formal observation (Required)
 Teacher chooses the class and period
 Lesson plans (5 days: 1 full plan for observed lesson and 4 abbreviated
plans), PCQ/RCQ
 Participate in Planning and Reflection Conferences
 Observer provides scripted and coded notes
 Formative feedback sign-off
 1 Informal observation (Required)
 Observer chooses the class and period
 Provides a one week notice
 Observer provides scripted and coded notes
 Required reflection conference – no paperwork by teacher
 Teacher can submit artifacts for class observed (lesson plan, RCQ, etc.)
 Formative feedback sign-off
 “Drop-ins” (Optional)
 Announced or unannounced
 Teacher or observer driven
TENURED TEACHER OBSERVATIONS
 For the required observations:
 One observation is to be completed by last Monday in November
 Second observation is to be completed by the last Monday in January
 Drop-ins can occur at any point in time
NON-TENURED TEACHER OBSERVATIONS
 2 Formal observations (Required)
 Teacher chooses the class and period
 Lesson plans (5 days: 1 full plan for observed lesson and 4 abbreviated
plans), PCQ/RCQ
 Participate in Planning and Reflection Conferences
 Observer provides scripted and coded notes
 Formative feedback sign-off
 1 Informal observation (Required)
 Observer chooses the class and period
 Provides a one week notice
 Observer provides scripted and coded notes
 Required reflection conference – no paperwork by teacher
 Teacher can submit artifacts for class observed (lesson plan, RCQ, etc.)
 Formative feedback sign-off
 “Drop-ins” (Optional)
 Announced or unannounced
 Teacher or observer driven
NON-TENURED TEACHER OBSERVATIONS
 For the required observations:
 One observation is to be completed by the end of the first quarter
 Second observation by the end of the first semester
 By the start of winter break
 Third observation by the last Monday of January
 Drop-ins can occur at any point in time
OTHER DANIELSON ITEMS ON DOCKET
 Lesson plan templates
 Pre-PERA Committee will identify three to four recommended
templates for teacher use
 Teachers are not required to use one of these templates
 Committee will identify strengths and weaknesses of the templates
 PCQ/RCQ
 Revise questionnaires to be more direct and specific
 Artifacts
 Revised resource guide will have examples that are more aligned
with the components
STUDENT GROWTH
MODEL
PERA
Committee
IMPLEMENTATION
 Required by PERA, beginning in the fall of 2015 District 228
will implement the student growth model as part of its
Performance Evaluation Plan for teachers.
 30% of a teacher’s evaluation will come from student growth
data.
 This data will come from two sources:

1) A Type I or Type II assessment



National or District-created assessment
Based on Common Core Reading skills
2) A Type III assessment


Teacher-created assessment
Based on content skills
ASSESSMENT TYPES
A quick
look…
T YPE I/II
 Type I assessment
 READ 180 – for English Skills, English 1 and English 2 (Self contained)
 Type II assessment
 Mostly at the 9 th and 10 th grade level, a couple at grade 11
 More courses will be added over time
 All teachers in the same course give the same test
 Questions assess Common Core Reading Standards:
 1: Citing key details and making inferences
 7: Evaluating diverse media
 8: Evaluating arguments
 Reflect higher-order questioning




Understand
Apply
Analyze
Evaluate
T YPE III
 Teacher-created
 Individually or in teams
 Assessment can include any one of the following:





Multiple choice test
Short answer
Essay
Performance assessment
Combination of selected response and short answer
 May include matching, true/false or fill -in-the-blank
 Test items or tasks should reflect a range of rigor
 I.e. different levels of Bloom’s Taxonomy
ASSESSMENT PROCESS
Type I/II
T YPE I/II
•
•
•
•
This assessment will cover the entire first semester.
Pre-assessment - within the first 15 days of school.
Mid-point assessment - at the end of the first quarter.
Post-assessment – within the last 10 days of the first semester.
Step 5: Roster
Verification
Step 3: PostAssessment
Step 1: Preassessment
Step 2: Progress
Monitoring/Midpoint
Assessment
Step 6:
Measuring &
Reporting
Student Growth
Step 4:
Assessment
Scoring
Process of implementing Type I/II assessments
DETERMINING GROWTH
 D228 will use a simple growth model.
 Difference between pre- and post-assessments
 Looking for growth from pre-assessment
 Data will be collected from the Type II assessments to
determine actual growth target for year 3 and beyond.
 Teacher performance rating for Type I/II assessment
determined by the percentage of students meeting the growth
target.
Performance Rating:
Percentage of Students Showing Growth:
Excellent
80% - 100% of students met the growth target(s).
Proficient
60% - 79% of students met the growth target(s).
Needs Improvement
40% - 59% of students met the growth target(s).
Unsatisfactory
Less than 40% of students met the growth target(s).
ASSESSMENT PROCESS
Type III
T YPE III
 This assessment type will cover at minimum three weeks and
at maximum 5 months.
 Teachers will use the process of creating a Student Learning
Objective (SLO) for this assessment.
SLO Process
 This process helps teachers organize
evidence of student growth over time.
1. Develop
SLO
6. Final
Review
2. Initial
Review of
SLO
5. Monitor
Progress
3. Monitor
Progress
 The teacher and observer work
through the SLO process together.
4. Midpoint
Checkin
SLO ELEMENTS
 There are five elements of the SLO:
Learning Goal
Assessments
& Scoring
Growth
Targets
Actual
Outcomes
Teacher
Rating
 A learning goal is a description of what students will be able
to do at the end of a specified period of time.
 It is aligned to appropriate content standards.
 Represents an enduring understanding, or big idea, of the discipline.
 Assessments will include, at minimum, a pre -, mid- and postassessment.
 The teacher will set a growth target for the whole class.
 The target can be the same for all students; or
 The target can vary by individual or groups of students.
SLO ELEMENTS
 There is a midpoint check -in with observer to discuss progress
and make adjustments, if needed.
 At the conclusion of the SLO process, the teacher will identify
which students met or did not meet the growth target.
 Teacher performance is determined by the percentage of
students meeting the growth target.
Performance Rating:
Percentage of Students Showing Growth:
Excellent
80% - 100% of students met the growth target(s).
Proficient
60% - 79% of students met the growth target(s).
Needs Improvement
40% - 59% of students met the growth target(s).
Unsatisfactory
Less than 40% of students met the growth target(s).
DETERMINING OVERALL
STUDENT-GROWTH
PERFORMANCE
Combining
Type I/II
and Type
III
STUDENT-GROWTH RATING
 PERA (2010) requires districts to combine student
achievement results from the two types of assessments.
 The resulting performance will represent 30% of a teacher’s
overall summative rating.
 Each assessment will represent half of the student growth
rating.
Second Assessment (Type III)
(15%)
First Assessment (Type I/II or Type III) (15%)
Excellent
Proficient
Needs Improvement
Unsatisfactory
Excellent
Excellent
Excellent
Proficient
Proficient
Proficient
Excellent
Proficient
Proficient
Needs Improvement
Needs
Improvement
Proficient
Proficient
Needs Improvement
Needs Improvement
Unsatisfactory
Proficient
Needs Improvement
Needs Improvement
Unsatisfactory
PERFORMANCE
EVALUATION PLAN
SUMMATIVE RATING
Danielson
+ StudentGrowth
Data
SUMMATIVE PERFORMANCE RATING
 PERA (2010) requires districts to combine student
achievement from a growth model with performance on the
Danielson Framework for Professional Practice .
 Student growth will account for 30% and performance on
Danielson will account for 70%.
Student Growth Data (30%)
Professional Practice – Danielson (70%)
Excellent
Proficient
Needs Improvement
Unsatisfactory
Excellent
Excellent
Proficient
Proficient
Needs Improvement
Proficient
Excellent
Proficient
Needs Improvement
Needs Improvement
Needs
Improvement
Proficient
Proficient
Needs Improvement
Unsatisfactory
Unsatisfactory
Proficient
Needs Improvement
Needs Improvement
Unsatisfactory