Common use of Comprehensive Evaluation Clause in Contracts

Comprehensive Evaluation. i. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 8. 1. For a comprehensive evaluation, evaluators add up the raw score on these components and the employee is given a score of low, average or high based on the scores below: · 5-12 — Low · 13-17 — Average · 18-20 — High ii. A student growth score of “1” in any of the student growth components will result in a low student growth impact rating. iii. A teacher who receives a “4” (“Distinguished” preliminary summative rating) and a Low student growth score will receive an overall “3” (Proficient) summative rating. iv. If a teacher receives a Low student growth score, the teacher and evaluator will mutually agree within two months or the beginning of the following school year to engage in one of the student growth inquiries required by law (WAC 392-191A-100) as follows: 1. Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices; 2. Examine extenuating circumstances which may include one or more of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned; 3. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation; 4. Create and implement a professional development plan to address student growth areas. 5. If agreement cannot be reached the evaluator will determine the inquiry to be used from the above list. 6. The evaluations of certificated classroom teachers with a preliminary rating of unsatisfactory and high student growth will be reviewed by the evaluator’s supervisor.

Comprehensive Evaluation. i. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 8.8.6.1 The following staff shall receive a comprehensive summative evaluation: 1. For All classroom teachers shall receive a comprehensive evaluationevaluation at least once every six (6) years. 2. All classroom teachers who are provisional employees shall receive a comprehensive evaluation each year of their provisional status under RCW 28A.405.220 3. Any classroom teacher who received a comprehensive evaluation rating of level 1 or level 2 in the previous school year shall receive a comprehensive evaluation the following year; 4. A continuing classroom teacher who is involuntarily placed into a teaching position with a substantive change in assignment, evaluators as defined in Article III section 7, during the year they will be receiving a Comprehensive Evaluation, will be provided with the same provisions granted in SECTION 8—Support for Basic and Unsatisfactory, paragraph B. This teacher must also receive their first formal observation before October 15th and if this observation results in specific performance concerns, they will be granted the provisions in listed in SECTION 8—Support for Basic and Unsatisfactory, paragraph C. (See appendix EVAL-#12 pathways) 8.6.2 Process: The comprehensive evaluation must assess all eight evaluation criteria and all criteria must contribute to the comprehensive evaluation rating. (appendix EVAL-#6 5D Rubric) • Student Growth 1. Student Growth Goal for Indicators SG-3, SG-6 and SG- 8 will be determined on a student growth goal setting form. (appendix EVAL-#7 Initial Student Growth Conference template) 2. Student achievement that measures growth between two points in time within the current school year shall be used to calculate a teacher’s student growth impact score. Teachers who instruct the same students in the same content area over consecutive years may use two points in time within those years. (appendix EVAL-#3 Student Growth Rubric) 3. The Anacortes School District will offer professional learning time and guidance for all classroom teachers to participate in a professional learning community (PLC) that may be used to satisfy the student growth requirements, defined in State Criteria. 4. Evaluators will add up the raw score on these components indicators and the employee is will be given a an overall score of low, average or high based on the scores below: · below (see appendix EVAL-#8 follow up Student Growth Conference template) a. 5-12 — = Low · b. 13-17 — Average · 18-20 — High ii. A student growth score of “1” in any of the student growth components will result in a low student growth impact rating. iii. A teacher who receives a “4” (“Distinguished” preliminary summative rating) and a Low student growth score will receive an overall “3” (Proficient) summative rating. iv. If a teacher receives a Low student growth score, the teacher and evaluator will mutually agree within two months or the beginning of the following school year to engage in one of the student growth inquiries required by law (WAC 392-191A-100) as follows: 1. Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices; 2. Examine extenuating circumstances which may include one or more of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned; 3. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation; 4. Create and implement a professional development plan to address student growth areas. 5. If agreement cannot be reached the evaluator will determine the inquiry to be used from the above list. 6. The evaluations of certificated classroom teachers with a preliminary rating of unsatisfactory and high student growth will be reviewed by the evaluator’s supervisor.= Average

Comprehensive Evaluation. i. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 8.A. The following staff shall receive a comprehensive summative evaluation: 1. For All classroom teachers shall receive a comprehensive evaluationevaluation at least once every four (4) years. 2. All classroom teachers who are provisional employees shall receive a comprehensive evaluation each year of their provisional status under RCW 28A.405.220 3. Any classroom teacher who received a comprehensive evaluation rating of level 1 or level 2 in the previous school year shall receive a comprehensive evaluation the following year; 4. A continuing classroom teacher who is involuntarily placed into a teaching position with a substantive change in assignment, evaluators as defined in Article III section 7, during the year they will be receiving a Comprehensive Evaluation, will be provided with the same provisions granted in SECTION 8—Support for Basic and Unsatisfactory, paragraph B. This teacher must also receive their first formal observation before October 15th and if this observation results in specific performance concerns, they will be granted the provisions in listed in SECTION 8—Support for Basic and Unsatisfactory, paragraph C. (See appendix EVAL-#12 pathways) B. Process: The comprehensive evaluation must assess all eight evaluation criteria and all criteria must contribute to the comprehensive evaluation rating. (appendix EVAL-#6 5D Rubric) 1. Student Growth a. Student Growth Goal for Indicators ▇▇-▇, ▇▇-▇ and SG- 8 will be determined on a student growth goal setting form. (appendix EVAL-#7 Initial Student Growth Conference template) b. Student achievement that measures growth between two points in time within the current school year shall be used to calculate a teacher’s student growth impact score. Teachers who instruct the same students in the same content area over consecutive years may use two points in time within those years. (appendix EVAL-#3 Student Growth Rubric) c. The Anacortes School District will offer professional learning time and guidance for all classroom teachers to participate in a professional learning community (PLC) that may be used to satisfy the student growth requirements, defined in State Criteria. d. Evaluators will add up the raw score on these components indicators and the employee is will be given a an overall score of low, average or high based on the scores below: · below (see appendix EVAL-#8 follow up Student Growth Conference template) i. 5-12 — = Low · ii. 13-17 — = Average · iii. 18-20 — High ii. = High A student growth score of “1” in any of the student growth components rubric rows will result in a an overall low student growth impact rating. iii. A teacher who receives a “4” (“Distinguished” preliminary summative rating) and a Low student growth score will receive an overall “3” (Proficient) summative rating. iv. If a teacher receives a Low student growth score, e. The following are the teacher and evaluator will mutually agree within two months or the beginning of the following school year to engage in one only outcomes of the student growth inquiries required by law (WAC 392-191A-100) as followsimpact rating analysis: 1. Examine student growth data in conjunction i. Certificated classroom teachers with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices; 2. Examine extenuating circumstances which may include one or more a preliminary rating of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned; 3. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Distinguished with low Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation; 4. Create and implement Growth impact will receive a professional development plan to address student growth areasProficient rating. 5. If agreement cannot be reached the evaluator will determine the inquiry to be used from the above list. 6ii. The evaluations of certificated classroom teachers with a preliminary rating of unsatisfactory Unsatisfactory and high student growth High Student Growth impact rating will be reviewed by the evaluator’s supervisor, and may receive a higher rating. iii. Certificated classroom teachers with a Low Student Growth rating will be subject to the provisions of WAC 392-191A-100

Comprehensive Evaluation. i. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 8.A. The following staff shall receive a comprehensive summative evaluation: 1. For All classroom teachers shall receive a comprehensive evaluationevaluation at least once every four (4) years. 2. All classroom teachers who are provisional employees shall receive a comprehensive evaluation each year of their provisional status under RCW 28A.405.220 3. Any classroom teacher who received a comprehensive evaluation rating of level 1 or level 2 in the previous school year shall receive a comprehensive evaluation the following year; 4. A continuing classroom teacher who is involuntarily placed into a teaching position with a substantive change in assignment, evaluators as defined in Article III section 7, during the year they will be receiving a Comprehensive Evaluation, will be provided with the same provisions granted in SECTION 8—Support for Basic and Unsatisfactory, paragraph B. This teacher must also receive their first formal observation before October 15th and if this observation results in specific performance concerns, they will be granted the provisions in listed in SECTION 8—Support for Basic and Unsatisfactory, paragraph C. (See appendix EVAL-#12 pathways) B. Process: The comprehensive evaluation must assess all eight evaluation criteria and all criteria must contribute to the comprehensive evaluation rating. (appendix EVAL-#6 5D Rubric) 1. Student Growth a. Student Growth Goal for Indicators SG-3, SG-6 and SG- 8 will be determined on a student growth goal setting form. (appendix EVAL-#7 Initial Student Growth Conference template) b. Student achievement that measures growth between two points in time within the current school year shall be used to calculate a teacher’s student growth impact score. Teachers who instruct the same students in the same content area over consecutive years may use two points in time within those years. (appendix EVAL-#3 Student Growth Rubric) c. The Anacortes School District will offer professional learning time and guidance for all classroom teachers to participate in a professional learning community (PLC) that may be used to satisfy the student growth requirements, defined in State Criteria. d. Evaluators will add up the raw score on these components indicators and the employee is will be given a an overall score of low, average or high based on the scores below: · below (see appendix EVAL-#8 follow up Student Growth Conference template) i. 5-12 — = Low · ii. 13-17 — = Average · iii. 18-20 — High ii. = High A student growth score of “1” in any of the student growth components rubric rows will result in a an overall low student growth impact rating. iii. A teacher who receives a “4” (“Distinguished” preliminary summative rating) and a Low student growth score will receive an overall “3” (Proficient) summative rating. iv. If a teacher receives a Low student growth score, e. The following are the teacher and evaluator will mutually agree within two months or the beginning of the following school year to engage in one only outcomes of the student growth inquiries required by law (WAC 392-191A-100) as followsimpact rating analysis: 1. Examine student growth data in conjunction i. Certificated classroom teachers with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices; 2. Examine extenuating circumstances which may include one or more a preliminary rating of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned; 3. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Distinguished with low Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation; 4. Create and implement Growth impact will receive a professional development plan to address student growth areasProficient rating. 5. If agreement cannot be reached the evaluator will determine the inquiry to be used from the above list. 6ii. The evaluations of certificated classroom teachers with a preliminary rating of unsatisfactory Unsatisfactory and high student growth High Student Growth impact rating will be reviewed by the evaluator’s supervisor, and may receive a higher rating. iii. Certificated classroom teachers with a Low Student Growth rating will be subject to the provisions of WAC 392-191A-100

Comprehensive Evaluation. i. a. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 8. 1. For a comprehensive evaluation, evaluators add up the raw score on these components and the employee is given a score of low, average or high based on the scores below: · • 5-12 — Low · • 13-17 — Average · • 18-20 — High ii. b. A student growth score of “1” in any of the student growth components will result in a low student growth impact rating. iii. c. A teacher who receives a “4” (“Distinguished” preliminary summative rating) and a Low student growth score will receive an overall “3” (Proficient) summative rating. iv. d. If a teacher receives a Low student growth score, the teacher and evaluator will mutually agree within two months or the beginning of the following school year to engage in one of the student growth inquiries required by law (WAC 392-392- 191A-100) as follows: 1. i. Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices; 2ii. Examine extenuating circumstances which may include one or more of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned; 3iii. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation; 4iv. Create and implement a professional development plan to address student growth areas. 5. e. If agreement cannot be reached the evaluator will determine the inquiry to be used from the above list. 6. f. The evaluations of certificated classroom teachers with a preliminary rating of unsatisfactory and high student growth will be reviewed by the evaluator’s supervisor.

Comprehensive Evaluation. i. Embedded 35 1. All classroom teachers shall receive a comprehensive summative evaluation at least once 36 every six years. A comprehensive evaluation assesses all eight state criteria, and all 37 criteria contribute to the comprehensive summative evaluation performance rating. 38 2. The following categories of classroom teachers shall receive an annual comprehensive 39 summative evaluation: 40 a. Classroom teachers who are provisional employees under RCW 28A.405.220 41 b. Any classroom teacher who received a comprehensive summative evaluation 42 performance rating of level 1 or level 2 in the previous school year. 43 3. The evaluation must include an assessment of the eight criteria using the instructional 44 framework are five (5) components designated as rubrics and the Superintendent of Public Instruction’s approved student 1 growth rubrics. More than one measure of student growth componentsdata must be used in scoring 2 the student growth rubrics. 3 4. These components are embedded in criteria as The summative score is determined through the scoring of the instructional and student 4 growth rubrics for SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 88.1 5 G. Focused Evaluation 6 1. The focused evaluation is used when a teacher is not evaluated using the comprehensive 7 evaluation process and will include evaluation of one of the eight state criteria and the 8 associated student growth measure(s). 19 2. For In years when a comprehensive summative evaluation is not required, classroom teachers 10 who received a comprehensive summative evaluation performance rating of level 3 or 11 above in the previous school year are required to complete a focused evaluation. 12 3. One of the eight criteria for certificated classroom teachers must be assessed in every 13 year that a comprehensive evaluation is not required. The area of focus shall be mutually 14 determined by the end of October. 15 4. The focused evaluation will include the student growth rubrics of the selected criterion. If 16 criterion 3, 6 or 8 is selected, evaluators add up the raw score on these components and the employee is given a score of low, average or high based on the scores below: · 5-12 — Low · 13-17 — Average · 18-20 — High ii. A will use those student growth rubrics. If criterion 17 1, 2, 4, 5 or 7 is selected, evaluators will use criterion 3 or 6 student growth rubrics. 18 5. The summative score of “1” in is assigned using the summative score from the most recent 19 comprehensive evaluation. This score becomes the focused summative evaluation score 20 for any of the student growth components will result subsequent years following the comprehensive summative evaluation in 21 which the certificated classroom teacher is placed on a low student growth impact ratingfocused evaluation. Should a 22 teacher provide evidence of exemplary practice on the chosen focused criterion, a level 4 23 (Distinguished) score may be awarded by the evaluator. iii24 6. A group of teachers may focus on the same evaluation criteria and share professional 25 growth activities. Individual teachers or groups may apply the activities toward the 26 professional growth plan for certificate renewal as required by the professional educator 27 standards board. 28 7. A teacher who receives may be transferred from a “4” (“Distinguished” preliminary focused evaluation to a comprehensive summative rating) and a Low student growth score will receive an overall “3” (Proficient) summative rating. iv. If a teacher receives a Low student growth score, 29 evaluation at the teacher and evaluator will mutually agree within two months or the beginning request of the following school year to engage in one teacher, or at the direction of the student growth inquiries required by law (WAC 392-191A-100) as follows: 1teacher’s evaluator. Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices; 2. Examine extenuating circumstances which A 30 teacher’s request may include one or more of the following: Goal setting process; content and expectations; student attendance; extent be denied due to which standards, curriculum and assessment are aligned; 3. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation; 4. Create and implement a professional development plan to address student growth areasadministrative capacity. 5. If agreement cannot be reached the evaluator will determine the inquiry to be used from the above list. 6. The evaluations of certificated classroom teachers with a preliminary rating of unsatisfactory and high student growth will be reviewed by the evaluator’s supervisor.

Comprehensive Evaluation. i. a. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 8. 18.1. For a comprehensive evaluation, evaluators add up the raw score on these components and the employee is given a score of low, average or high based on the scores below: · • 5-12 — Low · • 13-17 — Average · • 18-20 — High ii. b. A student growth score of “1” in any of the student growth components will result in a low student growth impact rating. iii. c. A teacher who receives a “4” (“Distinguished” preliminary summative rating) and a Low student growth score will receive an overall “3” (Proficient) summative rating. iv. d. If a teacher receives a Low student growth score, the teacher and evaluator will mutually agree within two months or the beginning of the following school year to engage in one of the student growth inquiries required by law (WAC 392-392- 191A-100) as follows: 1. i. Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices; 2ii. Examine extenuating circumstances which may include one or more of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned; 3iii. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation; 4iv. Create and implement a professional development plan to address student growth areas. 5. e. If agreement cannot be reached the evaluator will determine the inquiry to be used from the above list. 6. f. The evaluations of certificated classroom teachers with a preliminary rating of unsatisfactory and high student growth will be reviewed by the evaluator’s supervisor.