Audio Transcript Auto-generated
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mhm. Here are some details mandated by P.
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D. The process begins with identifying a collective need among
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your I.
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P. Students and what your response will be to help
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meet that need next you will need to compose a
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description of the context and baseline to provide background information
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about your students.
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Then you'll need to create a plan of action around
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your identified me describing what actions you think you will
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need to take to help your students progress in their
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with their I.
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P. Goals based on that description.
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You will then need to define what your levels of
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performance toward meeting success with these students needs are.
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That is how you define what failing needs.
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Improvement, proficient and distinguished scores.
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Mean for you it will be important to conference with
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your supervisor during and after the I.
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P. Goals progress process to review expectations, Monitor progress and
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determine a final classroom teacher rating.
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Yeah for data available.
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Teachers Who teach a class for which there is an
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assessment. The teachers specific data is worth 10%.
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That piece by itself can contain all three measures.
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We just talked about students performance on assessments, student growth
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and I.
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E. P.
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Goals progress.
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Of course that is only if the teacher has applicable
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and attributable student data in each of the three areas.
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Student performance on assessments growth and I.
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P. Goals progress.
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The chart on this slide shows the breakdown of 10%
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assigned to the teacher specific data and the values allotted
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to each measure depending on how many will be available
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that year.
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In the orange box.
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You can see if all three measures are attributable and
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available. The 10% will be divided up with 2.5 for
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student performance on state assessments 5% for p videos and
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2.5% toward I.
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E. P goals.
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Progress in the green box, if a teacher has only
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two teachers specific measures, both will equally be waited at
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5% and in the pink box if only one measure
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is available, the entire 10% will be assigned to that
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one measure.
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Yeah For non data available teachers who do not teach
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a class associated with an assessment, your full 10% of
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the teacher specific data will come from the results of
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your I.
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EP goals.
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Progress only if it is determined you have enough applicable
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student data to calculate this measure for you.
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If it is determined that there is not enough applicable
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data for measuring progress towards your goals for the teacher,
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the value for the teachers specific piece is 0% and
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this 10% will be added to the next area.
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Ellie Ellie Ellie.
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A selected measures which we will review later.
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Similarly for teachers Without building level data, your teacher specific
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data rating will consist solely of the results of your
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I. E.
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P goals.
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Progress if it is determined you have enough applicable student
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data to calculate this measure for you.
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If it is determined there is not enough applicable data
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for measuring progress towards IEP goals for the teacher.
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The value for teachers specific data piece is 0% and
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this 10% will be added to the next area.
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L. A.
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selected measures as mentioned before.
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Anyone designated as temporary professional classroom teacher will have observation
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and practice as their sole score for evaluation.
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So they will have 0% from the teachers specific data
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areas. According to Act 13.
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Anyone distinguished as a non teaching professional with or without
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building level data will not have a teacher specific data
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component in their yearly evaluation meaning they will not be
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responsible for the I.
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P. Goals progress we just discussed as mentioned before.
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Anyone distinguished As a temporary non teaching professionals will have
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observation and practice as their sole score for evaluation so
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they will have 0% from the teacher specific data areas.
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Okay We will now address the final component of your
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evaluation. L.
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E. A.
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Selected measures.
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Yeah. In comparing the former method of collecting data on
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student performance from Act 82 to Act 13 you will
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notice that the S.
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L. O.
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Has gone away.
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The rigid structure, complexity and quantitative focus of the S.
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L. O.
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Has been replaced in Act 13 with a list of
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L. E.
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A. Selected measures these L.
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A. Selected measures are options That provide leeway for more
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flexibility and allow for qualitative measurements of student performance rather
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than just a test score.
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The Elia selected measures like other measures will be assigned
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a rating of 0-3.
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This slide shows the bulleted list of six options available
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for choosing at least one measure to include in the
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evaluation process possibilities consist of locally developed rubrics, district design
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measures and examinations.
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Nationally recognized standardized tests.
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Industry certified a examinations, Student projects under local requirements and
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student portfolios under local requirements formally enact 82 Elia's were
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required to make their teachers use the S.
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L. O.
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Template and process to gather student performance data.
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This slide introduces the steps that classroom teachers can follow
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to identify student performance measures.
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It begins with identifying a collective need among students and
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what your response will be.
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To help meet that need next you will need to
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compose a description of the context and baseline to provide
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background information about your students.
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Then you will need to complete a create a plan
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of action around the identified need describing what actions you
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think you will need to take that to take to
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help your students meet that identified goal based on that
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description. You will then define what your levels of performance
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towards meeting success with these students needs are.
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That is what success means for you.
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It will be important to conference with your supervisor during
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and after this process to reviewed expectations, monitor progress and
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determine the final classroom teacher rating.
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Yeah. Yeah.
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Here's how the Elia's selected measure component will impact you
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and your defined role Data available.
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Teachers have Elia selected measures as 10% of their yearly
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evaluation. Non data available teachers and teachers without building level
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data have Elia selected measures as 10% of their yearly
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evaluation. If it has been determined there is not enough
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applicable data to complete i.
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E. P.
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Goals Progress however, this component increases to equal 20% to
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make up for the loss of the teachers specific data
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piece temporary teachers do not have to complete Elia Selected
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measures. Finally, non teaching professionals with and without building level
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data as well as temporary.
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Non teaching professionals do not have to complete L.
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E. A.
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Selected measures.
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We have reviewed quite a bit of information related to
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the changes in evaluations as a result of the implementation
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of Act 13.
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Thank you for your time and attention during this presentation.