SB 191 Evaluation System

EDUCATOR EVALUATION PLANNING TOOL

Evaluation System Development and Components (aligned to CDE Assurances Checklist)

There are three options for districts in implementing the new educator evaluation system requirements. Districts are able to adopt the CDE-developed State Model Educator Evaluation System, which meets the requirements of the law. If districts adopt the state system, they will be able to take advantage of the vast array of resources developed and validated through CDE and CLF for the state system. Alternatively, districts are also able to use their own unique system of evaluation as long as they are able to demonstrate that they meet or exceed the requirements of the law, including meeting or exceeding the Quality Standards for educators outlined in Rule. Finally, districts can use a hybrid approach whereby they adopt components of the State Model system, but not the entire system (e.g. they use the evaluation system for principals and a different model for evaluating teachers).

This section of the tool is organized to align with the CDE Assurance Checklist requirements. However, it includes two additional sections not currently included in the CDE assurances checklist which are requirements of SB 10-191: in the sections below.

Develop Written Evaluation System

1338 Committees Provide Input
SB10-191 Requirements Available Resources Districts Examples
School district/BOCES Advisory Personnel Performance Evaluation Councils (1338 Committees) are required to consult with the BOCES or district leadership as to the fairness, effectiveness, credibility, and professional quality of the evaluation system and its processes and procedures and are required to conduct a continuous evaluation of the system.

  • Note: The council for a school district may be composed of any other school district committee having proper membership.

Source:

This sample work plan outlines the steps districts should be taking now to implement SB10-191. The first step in this process is for the district to meet with the 1338 Council, School Board and/or other committees (such as District Accountability Committees) to determine whether the district will use the Colorado State Model Evaluation System or develop/use a district developed system.

A number of Integration Districts are leveraging their 1338 committees to support the rollout and implementation of the new evaluation system.

Durango 1338 Committee

Durango’s 1338 Committee meets monthly. They have been active in reviewing the CDE teacher evaluation rubric and providing CDE feedback to improve the rubric. Further, they are guiding efforts to support teachers in developing a bank of formative assessments.

Thompson Integration Committee

Thompson decided to merge a number of committees and councils to develop an Integration Council made up of members of the DAC, 1338 committee and other standing committees responsible for instruction, learning and assessment. This Integration Committee will provide guidance on the rollout of SB 10-191 including reviewing the guidance for deciding and incorporating multiple measures of student growth as 50 percent of an educator’s evaluation.

DACs Provide Input on Assessment Tools to Measure Student Learning
SB10-191 Requirements Available Resources Districts Examples
District accountability committee’s (DACs) are required to provide input and recommendations concerning the assessment tools used to measure student academic growth as it relates to teacher evaluations.

  • Note: The council for a school district may be composed of any other school district committee having proper membership. A number of Integration District DACs also serve as their 1338s.

Source:

CDE Top Ten Readiness Questions

CDE Guidance: Measuring the 50% Student Learning Outcomes

The following resources were developed by CDE to assist districts in deciding and incorporating student growth measures as 50 percent of an educator’s evaluation. CDE refers to multiple measures of student academic growth as Student Learning Outcomes (not to be confused with CLOs, or Student Learning Objectives).

 

 

Integration Districts were provided with data support via Agency Fellows.CDE is inviting 1338 committee members and DAC members to the training on student learning outcomes for integration and pilot districts.

Evaluate Every Principal Every Year

Adopt/Align Principal Quality Standards
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES must adopt the state’s principal quality standards, including all elements for each standard, or must adopt locally developed standards that meet or exceed the state’s principal quality standards and elements. For locally-developed standards, they must be cross walked to the state’s standards and elements.

  • Colorado Principal Quality Standards

See the SBE SB10-191 Rules which include Principal Quality Standards; 1 CCR 301-87, 2.02.

The State Council for Educator Effectiveness developed a visual that outlines the major requirements and process for evaluating principals.

See pages 8-16 of this user guide for both an overview of the Principal Quality Standards, but also examples of artifacts that can be used as components of a body of evidence for a principal to demonstrate their effectiveness.

This two page document demonstrates how the evaluation rubric for principals should be interpreted and used.

This is a Power Point presentation with recorded guidance that walks viewers through a tutorial of the principal evaluation rubric aligned to Principal Quality Standards (this tutorial is specific to the State Educator Evaluation System).

This 6 minute video begins with the frameworks for evaluating teachers and principals in Colorado then overviews the rubric and illustrates examples of how the rubric is scored during evaluations.

 

Adopt Measures of Professional Practice and Student Growth for Principals
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES must adopt measures of professional practice and student academic growth that are included in the State Model Educator Evaluation System or the school district/BOCES must ensure that they have selected measures for principals that meet the requirements outlined in statute and rule. Specifically, the measures meet the requirements below.

See component requirements immediately below for additional information.

See pages 10-16 of this guide for Principal Quality Standards and for example artifacts that can be used to build a body of evidence.

The State Council for Educator Effectiveness developed a visual that outlines the major requirements and process for evaluating principals.

This is the CDE State Model Educator Evaluation rubric to be used for evaluating principals. This rubric is intended to gather both observable and non-observable evidence over the entire year and is not intended to constitute a single point in time. This rubric is also available electronically and is hosted via BloomBoard, a vendor who offers a low-/no-cost, high-tech option for rolling out Colorado’s new state model educator evaluation system.See component requirements immediately below for additional information.

 

Professional Practices: Include Teacher Input
SB10-191 Requirements Available Resources Districts Examples
At least one of the measures of professional practice must capture input from teachers employed at the principal’s school (clear expectations must be established prior to collecting the data and teachers must know that at least one of the purposes of collecting the input is to inform the principal’s evaluation; also, systems must be put into place to ensure that the information collected remains confidential).

 

CDE guidance indicates that teacher input collected through teacher perception surveys can be used as an artifact in building a body of evidence. CDE includes teacher perception surveys as evidence for all of the Principal Quality Standards focused on professional practice (standards I-VI). See pages 10-16 of this guide for Principal Quality Standards and for example artifacts that can be used to build a body of evidence.

The Colorado Legacy Foundation (CLF) has engaged in a rigorous development and pilot process to create a Teacher Perception Survey that is specifically designed with input from Colorado districts and principals. The survey is publicly available and there is a full toolkit with everything districts need to use this resource.

The TELL survey is an anonymous statewide survey of licensed, school-based educators to assess teaching conditions at the school, district and state level. (Note: teachers and principals in charter schools are included and do not need to be licensed to participate.) The survey results are intended to support school and district improvement planning and to inform policy decisions. TELL’s purpose is not evaluative. Further, schools/districts will not receive data without specified response rates.

 

 

 Examples coming soon.
Professional Practices: Include Teacher Effectiveness Ratings
SB10-191 Requirements Available Resources Districts Examples
At least one of the measures of professional practice must capture information concerning the percentage and number of teachers in the school who are rated as effective, highly effective, partially effective, and ineffective.

CDE guidance indicates that teacher effectiveness ratings can be used as an artifact in building a body of evidence. CDE includes teacher effectiveness ratings as evidence for all of the Principal Quality Standards focused on professional practice (standards I-VI). See pages 10-16 of this guide for Principal Quality Standards and for example artifacts that can be used to build a body of evidence.

 

 

Examples to be posted following the 2013-2014 school year.
Professional Practices: Include Teacher Improvement Data
SB10-191 Requirements Available Resources Districts Examples
At least one of the measures of professional practice must capture information concerning the number and percentage of teachers who are improving in their performance, in comparison to the goals articulated in the principal’s professional performance plan.

CDE guidance indicates that UIPs, teacher turn-over rates and personnel evaluation records can be used as artifacts in building a body of evidence. Including this information within UIPs will allow for the UIP to serve as evidence for this requirement. See pages 10-16 of this guide for Principal Quality Standards and for example artifacts that can be used to build a body of evidence.

 

 

 

Examples to be posted following the 2013-2014 school year.
Growth: Include Student Growth Measure Based on School Performance Framework Data
SB10-191 Requirements Available Resources Districts Examples
At least one of the measures of professional practice must capture information concerning the number and percentage of teachers who are improving in their performance, in comparison to the goals articulated in the principal’s professional performance plan.

CDE guidance indicates that UIPs, teacher turn-over rates and personnel evaluation records can be used as artifacts in building a body of evidence. Including this information within UIPs will allow for the UIP to serve as evidence for this requirement. See pages 10-16 of this guide for Principal Quality Standards and for example artifacts that can be used to build a body of evidence.

 

 

 

Examples to be posted following the 2013-2014 school year.
Growth: Include At Least One Other Student Growth Measure
SB10-191 Requirements Available Resources Districts Examples
At least one other measure of student academic growth must be used.

The CDE School View Data Center includes a wealth of information by school (e.g. TCAP and other performance indicators). Districts and schools should consider this a resource in determining and incorporating measures of growth within principal evaluations.

  • Note: This site will not work properly with certain browsers. Firefox and Google Chrome seem to work best.

 

 

 

CDE and CLF are working collaboratively with Integration Districts to select measures of student learning. Stay tuned for district examples of selecting Student Growth Outcomes which will make up 50 percent of educators’ evaluations.
Student Growth Measures Correspond to UIP
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES must seek to ensure that the measures of student academic growth correspond to implementation benchmarks and targets included in the Unified Improvement Plan for the school at which a Principal is employed.

The CDE School View Data Center includes a wealth of information by school (e.g. TCAP and other performance indicators). Districts and schools should consider this a resource in determining and incorporating measures of growth within principal evaluations.

  • Note: This site will not work properly with certain browsers. Firefox and Google Chrome seem to work best.

 

 

 

CDE and CLF are working collaboratively with Integration Districts to select measures of student learning. Stay tuned for district examples of selecting Student Growth Outcomes which will make up 50 percent of educators’ evaluations.
Determining a Final Educator Effectiveness Rating
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES must adopt the personnel evaluation scoring matrix for principals included in the State Model system or the school district/BOCES must adopt a locally developed matrix to aggregate evidence collected on multiple measures of principal professional practice and multiple measures of student academic growth into a single score.

CDE Evaluation Scoring Matrix Examples coming soon.
Locally Developed Evaluation Systems
SB10-191 Requirements Available Resources Districts Examples
This matrix ensures that fifty percent of each teacher’s evaluation is determined by the measure of professional practice and the other fifty percent is determined by measures of student academic growth.

This matrix also ensures that each of the state’s professional practice quality standards is weighted to have a measurable influence on the final professional practice score assigned to teachers.

  • Boulder Valley RE-2
  • Denver County 1
  • Harrison 2
  • Jefferson County
  • Douglas County RE-1
  • Academy 20
  • Kim Reorganized 88
  • Granada RE-1
Examples coming soon.
By July 1, 2014: Student Growth Consistent with Growth Measures for Teachers
SB10-191 Requirements Available Resources Districts Examples
The measures of student academic growth for each principal must be consistent with the measures of student academic growth used for the evaluation of teachers in the principal’s school.

Examples coming soon.
By July 1, 2014: Student Growth Measures are Valid and Aligned to Content Standards
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES must seek to ensure that the measures of student academic growth are valid, meaning that they measure growth towards attainment of the academic standards adopted by the local school board and that analysis and inferences from the measures can be supported by evidence and logic.

CDE Content Collaboratives work to identify assessments aligned to Colorado Academic Standards for the CDE Resource Bank. CDE Resource Bank includes measures of student learning over time which can be used for educator evaluation. Assessments go through a pilot and peer review process and adjustments are made.

Examples coming soon.
By July 1, 2014: Student Growth Measure are Reliable
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES must seek to ensure that the measures of student academic growth are reliable, meaning that the measures should be reasonably stable over time and in substance and that data from the measures will be sufficient to warrant reasonably consistent inferences.

Examples coming soon.
By July 1, 2014: Non-State Model Systems Ensure System Validation (IRR, Consistency)
SB10-191 Requirements Available Resources Districts Examples
For a school district/BOCES not using the State Model System, the school district/BOCES must use a process for validating the selected evaluation measures for principals. This process must address the issues of inter-rater reliability when the measures are applied by different evaluators and consistency between each of the selected measures and the final evaluation ratings that are assigned.

Evaluate Every Teacher Every Year

Adopt/Develop Quality Standards for Teachers
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES must adopt the state’s teacher quality standards for teachers, including all elements for each standard, or must adopt locally developed standards that meet or exceed the state’s teacher quality standards and elements and must produce a crosswalk that demonstrates how the local standards align with the state’s standards and elements.

  • Colorado Teacher Quality Standards

See the SB10-191 Rules which include the State Teacher Quality Standards; 1 CCR 301-87, 3.02.

See the rubric used in the State Model Educator Evaluation System for evaluating teacher professional practices. Click here to provide feedback on the Rubric for Evaluating Colorado’s Teachers

  • CDE-Development Templates:
    • Teacher Evaluation Process Tracking Form
    • Rubric for Evaluating Colorado’s Teachers
    • Teacher Summary Evaluation Worksheet
    • Teacher Summary Evaluation Sheet
    • Goal-Setting Form for Colorado Teachers
    • Professional Growth Plan for Colorado Teachers
    • Mid-Year Performance Discussion

This video includes the 9 steps of the evaluation cycle and recommendations on the timeline for these 9 steps.

This 6 minute video begins with the frameworks for evaluating teachers and principals in Colorado then overviews the rubric and illustrates examples of how the rubric is scored during evaluations.

Adopt Measures of Professional Practice and Student Growth for Teachers
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES must adopt measures of professional practice and student academic growth that are included in the State Model System, or the school district/BOCES must select measures for teachers that meet the requirements outlined in statute and rule (in sections 5.01 (E) (6) and (7) of 1 CCR 301-87). Specifically, the measures must meet the requirements in 7a-f below.

  • 50% of a teachers’ evaluation will be based on professional practice.
  • 50% will be based on multiple measure of student growth.

See pages 9-11 of the teacher guide for Teacher Quality Standards and examples of artifacts for building a body of evidence to demonstrate effectiveness.

 

 

Eagle County Schools District Example

Eagle schools have experience with comprehensive evaluation systems. For the last decade, teachers in Eagle have participated in a robust evaluation system as a component of their pay-for-performance system. Eagle had planned on keeping their existing system for evaluating teachers and to adopt the State Model for evaluating principals. However, after reviewing the State Model Educator Evaluation System Quality Standards and rubric for evaluating teachers, Eagle County decided to make the transition to the state system as it is more comprehensive and provides more meaningful feedback to teachers to improve their practice.

Include Observations
SB10-191 Requirements Available Resources Districts Examples
At least one of the measures of professional practice is gathered using observations. Probationary teachers must be observed at least two times a year as a part of their annual evaluation and non-probationary teachers must be observed at least once annually as a part of their annual evaluation.

  • Evidence Gathering Tools

These are optional resources that educators may use to record evidence they gather when in the classroom for both formal and informal observations. These tools eliminate any of the non-observable items of the Colorado Teacher’s Rubric so that the observer can focus on those items likely to be observable in the classroom environment.

See the rubric used in the State Model Educator Evaluation System for evaluating teacher professional practices. Observable practices as well as unobservable evidence are included – and designated – within the rubric. Bloomboard is software that helps evaluators schedule, manage, and complete observations and evaluations and is a free tool offered to districts through CDE.

This organization has produced tools and resources to support understanding of what shifts in instruction are required for educators to effectively instruct in a way aligned to the Common Core State Standards.

This guide documents the process used by three Colorado school districts on how to select and train evaluators, specifically peer observers. Denver Public Schools, Eagle County School District, and Jefferson County School District use peer observers in either an evaluative or coaching role, and are sharing the lessons they have learned.

 

 

LDC Alignment to Colorado Teacher Quality Standards andLDC Alignment to TQS Element 1(b)
Additional Professional Practice Requirements
SB10-191 Requirements Available Resources Districts Examples
At least one of the measures of professional practices is one of the following: (a) student perception measures (e.g. surveys), where appropriate and feasible, (b) peer feedback, (c) feedback from parents or guardians; or (d) review of teacher lesson plans or student work samples.

CLF, in partnership with CDE, has developed a Student Perception Survey. CLF engaged in a rigorous development and pilot process to create a survey that is specifically designed with input from Colorado teachers and students. A number of items on the Colorado SPS were adapted from items made available for non-commercial use through the Measures of Effective Teaching (MET) Project, funded by the Bill & Melinda Gates Foundation. The survey is publicly available and there is a full toolkit with everything districts need to use this resource.

The CLF survey was informed by the Tripod Survey being used across the nation; however, CLF-developed a Colorado specific survey because of feedback from districts. The CLF survey is shorter, more affordable, tailored for Colorado and the results will be made available to educators in a more timely manner. The Tripod Project is an integral part of the Measures of Effective Teaching (MET) Project, which is funded by the Bill and Melinda Gates Foundation. For more information about the Tripod Project, visit www.tripodproject.org. or download Tripod Assessment Flyer.

Some districts report having student representation on school boards. A number of the Integration Districts report using district-developed surveys to solicit input from students. The majority of Integration Districts, in addition to other volunteer districts, are piloting the CLF-developed student perception survey in the 2012-13 school year.

Denver Public Schools District Example – Student Survey

The Denver Public Schools (DPS)-developed educator evaluation system (LEAP) includes a student perception survey.

Eagle County Schools District Example – Peer Feedback

In Eagle, evaluations include an observation by Mentor and Master teachers, in addition to the principal and/or another administrator. The Mentor observation is not incorporated within the evaluation scoring process; rather it is centered around feedback and peer coaching. The Master teacher observation follows the Mentor teacher coaching opportunity and counts for 1/3 of the overall evaluation outcome. The administrator’s observation makes up the final 2/3 of the evaluation.

Durango District Example – Parent Engagement

Every year, Durango’s District Accountability Advisory Committee (DAAC) surveys parents about schools and climate. The purpose of these surveys is to provide key information to building School Accountability Committees (SACs) and to help guide goal setting for school Unified Improvement Plans (UIP). The survey is available online and is also mailed to parents in registration packets.

 

 

Include Individually-Attributed Measure of Growth
SB10-191 Requirements Available Resources Districts Examples
At least one of the measures of student academic growth is individually-attributed, meaning that outcomes on that measure are attributed to an individual licensed person.

This report highlights how pioneering districts have approached incorporating measures of student growth within educator evaluations.

  • CDE Student Learning Outcomes Guidance

This recently released initial guidance is 17 pages in total and provides districts a starting place to identify and determine the 50% of educator evaluations based on student growth. At this point, the guidance is focused on teachers (principal and SSP guidance will be released in the near future). Following are quick links to segments of the 17 page guidance.

San Juan BOCES/Durango District Example

Durango teachers, partnering with neighboring district teachers through their BOCES, are busy at work developing a bank of formative assessments that could also serve as a component of individually attributed measures of student growth. Lessons are peer-evaluated and must meet strict quality benchmarks. This site will link to this resource once it is available on-line.

All 9 districts in the San Juan BOCES have agreed to a common framework for selecting and weighting measures of professional practice and growth.

Weld County School District

Weld County School District developed a matrix to identify which measures of student growth, or student learning outcomes, apply to which teachers. This matrix also identifies district-determined weighting of the measures. While this is a draft, it is a good illustrative example of how a district can provide guidance regarding the inclusion of multiple measures of student growth as 50% of an educator’s evaluation.

 

 

Include Collectively Attributed Measure of Growth
SB10-191 Requirements Available Resources Districts Examples
At least one of the measures of student academic growth is individually-attributed, meaning that outcomes on that measure are attributed to an individual licensed person.

  • CDE Student Learning Outcomes Guidance

This recently released initial guidance is 17 pages in total and provides districts a starting place to identify and determine the 50% of educator evaluations based on student growth. At this point, the guidance is focused on teachers (principal and SSP guidance will be released in the near future). Following are quick links to segments of the 17 page guidance.

The CDE School View Data Center includes a wealth of information by school (e.g. TCAP and other performance indicators). Districts and schools should consider this a resource in determining and incorporating measures of growth within principal evaluations. UIPs are also available by school on this site. Note: This site will not work properly with certain browsers. Firefox and Google Chrome seem to work best.

Thompson District Example

Thompson has been developing model “pie charts” that provide guidance regarding the selection of multiple measures of student growth and weighting of these measures. This will include both individual and collective attribution.

Weld County School District

Weld County School District developed a matrix to identify which measures of student growth, or student learning outcomes, apply to which teachers. This matrix also identifies district-determined weighting of the measures. While this is a draft, it is a good illustrative example of how a district can provide guidance regarding the inclusion of multiple measures of student growth as 50% of an educator’s evaluation.

 

By July 1, 2014: Include Colorado Growth Model if Available
SB10-191 Requirements Available Resources Districts Examples
At least one of the measures of student academic growth is individually-attributed, meaning that outcomes on that measure are attributed to an individual licensed person.

The CDE School View Data Center includes a wealth of information by school (e.g. TCAP and other performance indicators). Districts and schools should consider this a resource in determining and incorporating measures of growth within principal evaluations. UIPs are also available by school on this site. Note: This site will not work properly with certain browsers. Firefox and Google Chrome seem to work best.

Weld County School District

Weld County School District developed a matrix to identify which measures of student growth, or student learning outcomes, apply to which teachers. This matrix also identifies district-determined weighting of the measures. While this is a draft, it is a good illustrative example of how a district can provide guidance regarding the inclusion of multiple measures of student growth as 50% of an educator’s evaluation.

 

Determining a Final Educator Effectiveness Rating
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES has adopted the personnel evaluation scoring matrix for a teacher that is included in the State Model system or the school district/BOCES has adopted a locally developed matrix to aggregate evidence collected on multiple measures of teacher professional practice and multiple measures of student academic growth into a single score.

Resources coming soon.
Examples coming soon.
Locally Developed Matrix Requirement
SB10-191 Requirements Available Resources Districts Examples
This matrix ensures that fifty percent of each teacher’s evaluation is determined by the measure of professional practice and the other fifty percent is determined by measures of student academic growth.

Resources coming soon.
Examples coming soon.
Timeline for Receiving Evaluation Results
SB10-191 Requirements Available Resources Districts Examples
This matrix ensures that fifty percent of each teacher’s evaluation is determined by the measure of professional practice and the other fifty percent is determined by measures of student academic growth.

See page 15 of this guide for a visual of the nine-step evaluation cycle for the State Model Educator Evaluation System.


A number of districts have revised board policy to align to SB-191 requirement timelines. Many districts now complete teacher evaluations earlier in the school year (April 1 rather than late May) so that districts and teachers can make timely employment decisions.

Report to CDE Every Year

Have a System for Reporting
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES has a system in place for reporting to the Colorado Department of Education, as a part of the human resources data collection, the information included in 9a-e below.

Districts are required to address the three assurances identified by CDE. In order to submit your assurances to CDE, you must have a Colorado Tracker account. If you do not have one, please e-mail Toby King.

Examples coming soon.
Include Performance Ratings
SB10-191 Requirements Available Resources Districts Examples
For each principal and for each teacher, the educator’s final performance evaluation rating (i.e., highly effective, effective, partially effective, or ineffective)

Include Validity Confirmation
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES has sought to ensure that the measures of student academic growth are valid, meaning that they measure growth towards attainment of the academic standards adopted by the local school board and that analysis and inferences from the measures can be supported by evidence and logic.

Include Reliability Confirmation
SB10-191 Requirements Available Resources Districts Examples
The school district/BOCES has sought to ensure that the measures of student academic growth are reliable, meaning that the measures should be reasonably stable over time and in substance and that data from the measures will be sufficient to warrant reasonably consistent inferences.

Locally-Developed System Requirements (Valid Measures and IRR)
SB10-191 Requirements Available Resources Districts Examples
For a school district/BOCES that will not be using the State Model System, the school district/BOCES has used a process for validating the selected evaluation measures for principals.  This process has addressed the issues of inter-rater reliability when the measures are applied by different evaluators and consistency between each of the selected measures and the final evaluation ratings that are assigned.

This guide documents the process used by three Colorado school districts on how to select and train evaluators, specifically peer observers. Denver Public Schools, Eagle County School District, and Jefferson County School District use peer observers in either an evaluative or coaching role, and are sharing the lessons they have learned

 Eagle County Schools Example

Eagle has a training program for evaluators which include passing an on-line calibration exercise intended to align evaluator scores with a ‘master rater’ score.

By July 1, 2014: Include Quality Standard Results
SB10-191 Requirements Available Resources Districts Examples
For each principal and for each teacher, the results for each of the state’s quality standards (e.g., not evident, partially proficient, proficient, accomplished, exemplary).

Evaluate All Other Licensed Personnel Every Year

Evaluate All Other Licensed Personnel Every Year
SB10-191 Requirements Available Resources Districts Examples
  • RECOMMENDATIONS UNDER DEVELOPMENT

SB10-191 requires all Specialized Service Professionals (SSPs), formerly referred to as Other Licensed Personnel (OLP), to be evaluated every year. The State Council for Educator Effectiveness is in the process of developing recommendations to deliver to the State Board of Education. The requirement to evaluate SSPs will begin in the 2014-15 school year.

  • Source:
    • 1 CCR 301-87, 5.01(B)

Instruments to evaluate other licensed personnel will be piloted in 2013-14 and implemented statewide in 2014-15. Please note that this timeline is not consistent with the timeline identified in statute which calls for implementation in 2013-14, but was supported by the bill sponsors in a March 2012 meeting with State Council for Educator Effectiveness members. Based on feedback from schools and districts, the State Council believes this timeline provides a more manageable sequencing of implementation of the many requirements of S.B. 10-191 while still remaining true to the spirit and intent of the law.

  • State Council Recommendations Re: SSPs

There are nine categories of OLP’s: school audiologists, nurses, occupational therapists, physical therapists, psychologists, social workers, speech-language pathologists, counselors, orientation and mobility specialists.

Each of the nine work groups is charged with identifying how the license categories align to the Quality Standards for teachers, to articulate how they don’t align and to provide thoughtful rationale for any changes that need to be made to the Quality Standards (including draft language).

By the 2015-16 School Year: Have an Appeals Process

1338 Committees Provide Input
SB10-191 Requirements Available Resources Districts Examples
Beginning with the 2015-16 academic school year, each School District shall ensure that a nonprobationary Teacher who objects to a second consecutive Performance Evaluation Rating of ineffective or partially effective has an opportunity to appeal that rating.Minimum requirements include appealing to the district’s superintendent. The burden of proof rests with the teacher.The consequence of two consecutive ineffective or partially effectiveness ratings is a loss of status, not of employment.

  • Source:
    • 1 CCR 301-87, 5.04
 
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