Common use of Evidence Used In Evaluation Clause in Contracts

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. Multiple measures of student learning, growth, and achievement, which shall include: • Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the WIDA ACCESS assessment.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined by the district and bargained to the extent required by law. The measures shall be based on the Educator’s role and responsibility. B. Observations and artifacts of practice including: • Unannounced observations of practice of any duration not less than 5 minutes • Announced observations of practice • Examination of Educator work products • Examination of student work products C. Evidence relevant to one or more Performance Standards, including but not limited to: • Evidence compiled and presented by the Educator, including : o Evidence of fulfillment of professional responsibilities and growth such as self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o Evidence of active outreach to and engagement with families; • Evidence of progress toward professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s) D. Student feedback collected by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.

Evidence Used In Evaluation. The following categories of evidence will be negotiated by the Parties over the course of the 2012-2013 school year with a completion goal of September 2013, and shall be used thereafter in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • . The Parties agree to bargain over this regulatory requirement after guidance has been issued by ESE. (a) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or Frameworks, other relevant frameworks and frameworks, or local standards that are comparable within grades or subjects in a school; • Statewide growth measure(s. (b) where availableAt least two locally bargained measures of student learning related to the Massachusetts Curriculum Frameworks, including the or other relevant frameworks or local standards that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, approved commercial assessments, district-developed pre and post unit and course assessments, and culminating projects, and other Assessments of Student Learning Outcomes. (c) MCAS Student Growth Percentile (SGP) where available in which case at least three years of data is required as evidence of student learning, growth, and the WIDA ACCESS assessmentachievement.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • (d) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . (e) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and and/or achievement shall be determined by the district and bargained to the extent required by lawas locally bargained. The measures shall be based on state guidelines and shall reflect the Educator’s role and responsibilityresponsibilities. B. B) Observations and artifacts of practice including: • Unannounced Informal observations of practice of any duration not less than 5 minutes 10 minutes. • Announced Formal observations of practice up to 60 minutes. • Examination of Educator work products products. • Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • Evidence compiled and presented by the Educator, including : o including: (a) Evidence of fulfillment of professional responsibilities and growth such as self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o . (b) Evidence of active outreach to and engagement with families; • Evidence of progress toward . (c) professional practice goal(s) • Evidence of progress toward student learning outcomes which may include team goal(s) D. Student feedback collected by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be set by the district. The measures set by the district as determined by the district and bargained to the extent required by law. The measures shall parties should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration but not less than 5 minutes • 15 minutes. ii) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o Evidence of fulfillment of professional responsibilities and growth such as self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o Evidence of active outreach to and engagement with families; • Evidence of progress toward professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s) D. Student feedback collected by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.:

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. Multiple measures of student learning, growth, and achievement, which shall include: • Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s) State mandated test scores where availableavailable and locally bargained measures of student learning comparable across grade or subject, including the MCAS Student Growth Percentile and the WIDA ACCESS assessment.( WIDAdistrict-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners)wide. • Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined agreed upon by the district Educator and bargained to the extent required by lawEvaluator and locally-bargained. The measures shall be based on the Educator’s role and responsibility.. • District, school and classroom adopted assessments B. Observations and artifacts of practice including: • Unannounced observations of practice of any duration not less than 5 minutes • Announced observations of practice • Examination of Educator work products including lesson plans, plan books and instructional units • Examination of student work productsproducts • Evidence of progress toward professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s) • School or District Committees • Professional Development Participation C. Evidence relevant to one or more Performance Standards, compiled and presented by the Educator including but not limited to: • Evidence compiled and presented by the Educator, including : o Evidence of fulfillment of professional responsibilities and growth such as self- self assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o • Evidence of active outreach to and engagement with families; • Evidence of progress toward professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s); D. Student feedback collected by the districtand Staff Feedback – see #22, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.below

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. Multiple A) For educators responsible for direct instruction, multiple measures of student learning, growth, and achievement, which shall include: • : a) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • ; b) Measures of student progress on learning goals set between the educator and evaluator for the school year; c) Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the WIDA ACCESS assessment.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State state assessment for English Language Learners). • Measures Learners mandated by the Department of student progress and/or achievement toward student learning goals set between the Educator Elementary and Evaluator for the school year or some other period Secondary Education; d) Common assessments of time established in the Educator Plan. • For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined by the district and bargained to the extent required by law. The measures shall be achievement. B) Judgments based on the Educator’s role and responsibility. B. Observations observations and artifacts of practice including: • : a) Unannounced observations of practice of any duration not less than 5 minutes • practice b) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. c) Examination of Educator work products • products. d) Examination of student work productssamples. C. Evidence C) Additional evidence relevant to one or more Performance Standards, including including, but not limited to: • . i) Evidence compiled and presented by the Educator, including : o including: (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the and/or Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and ongoing engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s). D. Student feedback collected iv) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by others such as the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedbacksuperintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where available, including the MCAS Student Growth Percentile and the WIDA ACCESS assessment.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • Measures of student progress and/or achievement toward student learning goals set between the Educator Administrator and Evaluator for the school year or some other period of time established in the Educator Plan. • For Educators whose primary role is not as a classroom teacher, the . iii) The appropriate measures of the Educator’s Administrator's contribution to student learning, growth, and achievement shall be determined set by the district. The measures set by the district and bargained to the extent required by law. The measures shall should be based on the Educator’s Administrator's role and responsibility. B. Observations iv) Optional mutually agreed upon measures based on the administrator's job description. B) Judgments based on observations and artifacts of practice including: • , but not limited to: i) Unannounced observations of practice of any duration not less than 5 minutes • Announced observations of practice • duration. ii) Examination of Educator Administrator work products • products. iii) Examination of student and educator work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the EducatorAdministrator, including : o including: (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plansPlan, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • fami ies; ii) Evidence of progress toward towards professional practice goal(sgoal{s); iii) • Evidence of progress toward student learning outcomes goal(sgoal{s). D. Student feedback iv) Staff Feedback (with respect to administrators) collected by the district; and v) Any other relevant evidence from any source that the Evaluator shares with the Administrator. Other relevant evidence could include information provided by other administrators, starting principals and/or the superintendent. Evidence in professional judgement shall inform the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting evaluators ratings of Performance Standards and analyzing student feedbackoverall educator performance.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district and bargained to the extent required by lawdistrict. The measures shall set by the district, as bargained by the parties, should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration duration, but not less than 5 minutes • ten (10) minutes. ii) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o : (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s). D. Student feedback collected iv) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedbacksuperintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. Multiple measures of student learning, growth, and achievement, which shall include: • Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the WIDA ACCESS assessment.( WIDAMassachusetts English Proficiency Assessment and locally bargained measures of student learning comparable across grade or subject district-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners)wide. • Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined agreed upon by the district Educator and bargained to the extent required by lawEvaluator and locally-bargained. The measures shall be based on the Educator’s role and responsibility.. • District, school and classroom adopted assessments B. Observations and artifacts of practice including: • Unannounced observations of practice of any duration not less than 5 minutes • Announced observations of practice • Examination of Educator work products including lesson plans, plan books and instructional units • Examination of student work productsproducts • Evidence of progress toward professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s) • School or District Committees • Professional Development Participation C. Evidence relevant to one or more Performance Standards, including but not limited to: • Evidence compiled and presented by the Educator, including : o • Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o • Evidence of active outreach to and engagement with families; • Evidence of progress toward professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s) D. Student feedback collected by the districtand Staff Feedback – see #23-24, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.below

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least three district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least three years of data is required.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district. The measures set by the district and bargained to the extent required by law. The measures shall should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration not less than 5 minutes • observations. ii) Announced observations of practice • observation(s). iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, and or Goals, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o : (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s) D. Student feedback collected by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.;

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s. ii) where available, including the MCAS Student Growth Percentile and the WIDA ACCESS assessment.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iii) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district and bargained to the extent required by lawPAC. The measures shall set by the PAC should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration not duration. A standard observation shall typically be a minimum of ten minutes. However, there may be instances where an artifact may be collected from an observation in less than 5 minutes • ten minutes. ii) Announced observations observation(s) of practice • of any duration. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o including: (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o and (b) Evidence of active outreach to and engagement with families; • and ii) Evidence of progress toward towards professional practice goal(s); and iii) • Evidence of progress toward student learning outcomes goal(s) D. Student feedback collected by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.; and

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least three years of data is required.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district. The measures set by the district and bargained to the extent required by law. The measures shall should be based on the Educator’s role and responsibility. The parties agree to bargain this regulatory requirement after guidance has been issued by ESE. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration but not less than 5 minutes • 10 minutes. ii) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products • as submitted by both the Evaluator and the Educator. iv) Examination of student work productssamples as submitted by both the Evaluator and the Educator. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o including: (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s). D. iv) Student feedback collected and Staff Feedback as proposed by the districtstate regulations of June 30, starting in 2013– see # 23-24 below; and v) Any other relevant evidence from any source that the 2013-14 school year in accordance Evaluator shares with DESE protocolsthe Educator. To Other relevant evidence could include information provided by other administrators such as the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedbacksuperintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • Draft - Awaiting SC 9/6/22 iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district and bargained to the extent required by lawdistrict. The measures shall set by the district, in consultation with the NEA, should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration not less than 5 minutes • but at least 10 minutes. ii) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o : (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s). D. Student feedback collected iv) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedbacksuperintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA (SGP) or MEPA/ACCESS assessmentscores, if applicable, in which case at least three years of data is required, if available. If three years of data are not available, two years of data shall be used.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district. The measures set by the district and bargained to the extent required by law. The measures shall should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration but not less than 5 minutes • 10 minutes. ii) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o including: (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s). D. iv) Student feedback collected by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the and Staff Feedback –The parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedbackbargain over this matter after guidance is issued.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • , but not limited to: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where available, including the MCAS Student Growth Percentile and the WIDA ACCESS assessment.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator Principal for the school year or some other period of time established in the Educator Plan. • . iii) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district and bargained to the extent required by lawdistrict. The measures shall should be based on the Educator’s role and responsibility. B. Observations iv) Educators with Students who are not in compliance with the Clinton Public School attendance policy, shall not have those students’ scores used in any calculations of student learning, growth, and/or achievement. B) Judgments based on observations and artifacts of practice including: • , but not limited to: i) Unannounced observations of practice of any duration not less than 5 minutes • duration. ii) Announced observations of practice • practice. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. Evidence relevant to one or more Performance Standards, including but not limited to: • C) Evidence compiled and presented by the EducatorEducator to the evaluator, including : o including, but not limited to: i) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; ii) Evidence of active outreach to and engagement with families; • ; iii) Evidence of progress toward towards professional practice goal(sgoal; iv) • Evidence of progress toward student learning outcomes goal(sgoal. The principal shall provide to his/her staff examples of evidence that would be deemed sufficient, in type and amount, to meet the standards. These examples shall be uniform across the district for like schools (elementary, middle, high school) D. Student feedback collected . If there should be a dispute that either the type or amount of evidence provided by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by lawan Educator is incorrect or insufficient, the parties agree Educator shall first appeal this to bargain, his/her Principal for further discussion and review. If the Educator is not satisfied with the outcome of this meeting s/he may appeal the issue to the extent required Superintendent or his/her designee for discussion and review. D) Additional evidence relevant to one or more Performance Standards, including, but not limited to: (i) Student Feedback - see # 24, below; and (ii) Any other relevant evidence from any source that the principal shares with the Educator prior to the completion of the Formative or Summative Evaluation. Other relevant evidence could include information provided by law, other administrators such as the protocols for collecting and analyzing student feedbacksuperintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : A) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; B) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data are required, unless three years of data are available, in which case at least three years of data is required.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • C) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . D) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district. The measures set by the district and bargained to the extent required by law. The measures shall should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : A) Unannounced observations of practice of any duration but not less than 5 minutes • 10 minutes. B) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. C) Examination of Educator work products • products. D) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : A) Evidence compiled and presented by the Educator, including : o : (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; B) Evidence of progress toward towards professional practice goal(s); C) • Evidence of progress toward student learning outcomes goal(s) D. Student feedback collected by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two three years of data is required; or two years if three are unavailable.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district. The measures set by the district and bargained to the extent required by law. The measures shall should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration but not less than 5 minutes • 10 minutes. ii) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o : (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s). D. iv) Student feedback collected by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the and Staff Feedback –The parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedbackbargain over this matter after guidance is issued.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district. The measures set by the district and as bargained to by the extent required by law. The measures shall parties should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration duration, but not less than 5 minutes • 10 minutes. ii) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o : (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s). D. Student feedback collected iv) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedbacksuperintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district and bargained to the extent required by lawdistrict. The measures shall set by the district, as bargained by the parties, should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration duration, but not less than 5 minutes • ten (10) minutes. ii) Announced observations observation(s) for non-PTS Educators in their first year of practice • in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o : (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s) D. Student feedback collected by the district, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where availableAt least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, including approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile and the WIDA ACCESS assessment(SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined are set by the district. The measures set by the district and bargained to the extent required by law. The measures shall should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration not less than 5 minutes • duration, but at least five (5) minutes. ii) Announced observations of practice • observation(s) for Educators. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o : (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s) D. . iv) Student feedback collected by the districtand Staff Feedback – see # 23-24, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.below; and

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. Multiple measures of student learning, growth, and achievement, which shall include: • Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the WIDA ACCESS assessment.( WIDAMassachusetts English Proficiency Assessment and locally bargained measures of student learning comparable across grade or subject district-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners)wide. • Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined by the district and bargained to the extent required by lawlocally-bargained. The measures shall be based on the Educator’s role and responsibility. B. Observations and artifacts of practice including: • Unannounced observations of practice of any duration not less than 5 minutes • Announced observations of practice • Examination of Educator work products submitted by the Educator • Examination of student work productsproducts submitted by the Educator • Evidence of progress toward professional practice goal(s) submitted by the Educator • Evidence of progress toward student learning outcomes goal(s) submitted by the Educator C. Evidence relevant to one or more Performance Standards, compiled and presented by the Educator including but not limited to: • Evidence compiled and presented by the Educator, including : o Evidence of fulfillment of professional responsibilities and growth such as self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o • Evidence of active outreach to and engagement with families; • Evidence of progress toward professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s); D. Student feedback collected by the districtand Staff Feedback – see #23-24, starting in the 2013-14 school year in accordance with DESE protocols. To the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedback.below

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A. A) Multiple measures of student learning, growth, and achievement, which shall include: • : i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; • Statewide growth measure(s; ii) where available, including the MCAS Student Growth Percentile and the WIDA ACCESS assessment.( WIDA-World-Class Instructional Design and Assessment. ACCESS-Assessing Comprehension and Communication in English State-to-State for English Language Learners). • Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. • . iii) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be determined set by the district and bargained to the extent required by lawPAC. The measures shall set by the PAC should be based on the Educator’s role and responsibility. B. Observations B) Judgments based on observations and artifacts of practice including: • : i) Unannounced observations of practice of any duration not duration. A standard observation shall typically be a minimum of ten minutes. However, there may be instances where an artifact may be collected from an observation in less than 5 minutes • ten minutes. ii) Announced observations observation(s) of practice • of any duration. iii) Examination of Educator work products • products. iv) Examination of student work productssamples. C. C) Evidence relevant to one or more Performance Standards, including but not limited to: • : i) Evidence compiled and presented by the Educator, including : o : (a) Evidence of fulfillment of professional responsibilities and growth such as self- self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; o ; (b) Evidence of active outreach to and engagement with families; • ; ii) Evidence of progress toward towards professional practice goal(s); iii) • Evidence of progress toward student learning outcomes goal(s). D. iv) Student feedback collected and Family Feedback (only to be used by the district, starting Educator in the 2013Goal setting/self-14 school year in accordance assessment process). v) Any other relevant evidence from any source that the Evaluator shares with DESE protocolsthe Educator. To Other relevant evidence could include information provided by other administrators such as the extent required by law, the parties agree to bargain, to the extent required by law, the protocols for collecting and analyzing student feedbackExecutive Director.