SB 191 Communications


Communications and Engagement

Senate Bill 10-191 requires annual evaluations of EVERY teacher, principal and licensed instructional professional EVERY year, 50 percent of which must be based on multiple measures of student academic growth. There are specific sections of the law and rules requiring communications with and engagement of various stakeholders. This section of the Educator Evaluation Planning Tool includes requirements for districts and BOCES related to outreach and engagement as well as citations for quick and easy reference to statute and rule.

Board/BOCES Consult with Administrators, Principals and Teachers
SB10-191 RequirementsAvailable ResourcesDistricts Examples
In developing the licensed personnel performance evaluation system and any amendments thereto, the local board/BOCES is required to consult with administrators, principals, and teachers employed within the district or participating districts in a BOCES, parents, and the school district/BOCES 1338 Committee.

CDE Communications Toolkit

CDE created a communications toolkit to assist districts in communications efforts. Some of the CDE communications resources that can be used when engaging administrators, principals and teachers include the following:

CASB guidance and policy language

The Colorado School Board Association develops resources for local school boards in aligning policy to new evaluation system requirements.

Beyond Buy-In: Partnering with Practitioners to Build a Professional Growth and Accountability System for Denver’s Educators

Instead of designing DPS’s teacher evaluation system in the central office first and then using targeted communication strategies to encourage educators to “buy into” the new system, DPS made a serious commitment to deeply engage teachers and principals in every step of the system’s ongoing design, development and rollout. This publication documents the strategies and tools used and lessons learned.

DPS Stakeholder Engagement Toolkit

This toolkit provides numerous tools and resources DPS used to engage teachers and principals in the development and rollout of their evaluation system. Tools and resources are grouped into four categories: Planning, Communication, Feedback, and Training Materials.

All districts and BOCES are required to have a 1338 Committee also known as Advisory Personnel Performance Evaluation Councils. Many Integration Districts use these Councils to consult with stakeholders regarding development and implementation of the new evaluation system.

Durango District Example

Durango has an active 1338 Committee. They meet monthly and review and decide on key components of the new evaluation system. Some specific examples of work of the Committee include reviewing and providing feedback on the state evaluation rubric for educators, making decision on how to engage student perceptions in the evaluation process and informing the student growth component of the evaluation for educators.

Eagle County Schools District Example

Eagle County recently decided to make revisions to Board policy to clarify that the 1338 Committee is a committee independent from the Board that reports to the Board. This Committee provides input on the rollout of the evaluation system and is currently developing recommendations regarding the weighting of student growth measures to make up fifty percent of an educator’s evaluation. The Committee recently submitted recommendations to the Board regarding the weighting of measures of professional practice that make up the other 50 percent of an educator’s evaluation.

Denver Public Schools Examples

DPS had more success engaging teachers when teacher representatives conducted outreach to schools rather than central office personnel. The message teachers delivered was NOT “we’re here to help you”, which felt like a bait-and-switch. Rather, the message that most resonated was “we are building an evaluation system and you can be part of building it.”DPS created a dedicated email address for teachers and principals to provide the district with feedback, concerns and praise on all aspects of the evaluation system. If this tactic is used, it’s important that the district have a plan for how to respond to every email within 24 hours so that those providing feedback know they are being heard.DPS sends a monthly newsletter to respond to feedback and concerns and provide updates on their system. Eventually a monthly newsletter isn’t frequent enough – the district is considering establishing a blog to respond quickly to feedback and concerns.

Engage Parents
SB10-191 RequirementsAvailable ResourcesDistricts Examples
Districts and schools are required to create systems and structures that focus on providing parents and guardians with meaningful opportunities to support the academic achievement and growth of their children. These systems and structures must proactively encourage and support:

  1. High-quality and ongoing communication between parents/guardians and educators and schools using a variety of methods, such as various media, resources and languages;
  2. Involvements of parents/guardians in school and district leadership as currently supported by law and further identified through the implementation of local evaluation systems;
  3. The engagement of parent/guardian and community partnerships to ensure the successful implementation of the principal and teacher quality standards.

Source: 1 CCR 301-87, 7.01 and C.R.S. 22-9-107

CDE Communications ToolkitCDE created a communications toolkit to assist districts in communications efforts. Some of the CDE communications resources that can be used to communicate with parents include:

CEI District Leader’s Guide: Communicating Effectively with Stakeholders

CEI produced a guide which may be helpful when developing strategies to communicate with and engage parents.

Parent Surveys

CEI may develop a parent survey. In the meantime, there is a parent survey being developed by Harvard/Survey Monkey which may be of interest to districts.

The majority of Integration Districts engage parents as members of 1338 Councils and District and School Accountability Committees.

Montezuma-Cortez District Example

Cortez Superintendent Alex Carter uses various social media vehicles to communicate with parents in his community, including podcasts and blogs. He plans to use these methods of communicating to keep parents informed regarding new evaluation system requirements.

Durango District Example

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 school Unified Improvement Plans (UIP). The survey is available online and is also mailed to parents in registration packets.

Ignacio District Example

Ignacio solicits input from parents and the community during an annual dinner hosted by the district regarding priorities for school and community. Parents can provide written, anonymous feedback to three different questions found on their dinner placemats: 1) What is the best way for parents to be involved in our schools, 2) How do we ensure that students and staff meet our high expectations, and 3) How can we motivate students to attend school. Through this process the district has gathered feedback from upwards of 80% of the families within the district – an impressive feat.

Gather Student Perceptions
SB10-191 RequirementsAvailable ResourcesDistricts Examples
Districts are strongly encouraged to gather student perceptions of their learning experience in order to provide teachers with feedback on their performance. Where appropriate, districts are encouraged to use student perception data as part of the multiple measures used to evaluate teacher professional practice.

CEI Student Perception SurveyCEI, in partnership with CDE, has developed a Student Perception Survey. CEI 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 publically available and there is a full toolkit with everything districts need to use this resource.Tripod ProjectThe 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 Tripod Assessment FlyerSome 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 CEI-developed student perception survey in the 2012-13 school year.

Denver Public Schools District Example

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

Communicate Requirements to Educators
SB10-191 RequirementsAvailable ResourcesDistricts Examples
Districts and BOCES are required to make performance evaluation system standards and criteria available in writing to all licensed personnel and to ensure that they are communicated and discussed by the person being evaluated and the evaluator prior to and during the course of the evaluation.

CDE User’s Guide for Evaluating Colorado’s Teachers; 2013-14 School-YearThe CDE User Guide is a comprehensive compendium of requirements for the State Model Educator Evaluation System. There are a number of resources available to districts to communicate evaluation system standards and criteria to educators. Some are specific to the State Model Educator Evaluation System, but can also be adapted to local systems that meet or exceed state requirements.Principal Survey – Perceptions of New Evaluation System Effectiveness as Compared to Previous SystemsInitial findings from the pilot that show an increase in the perceived effectiveness of the new evaluation system over previous systems. Communicating this may help to demonstrate that stakeholders find the new evaluation system promising in terms of providing a better way to support educational professionals to increase instructional effectiveness.CDE Communications Toolkit

CDE Regional Trainings

In-person trainings offer educators a high quality way to gain in-depth information on the requirements of the State Model Educator Evaluation System and also prepare attendees as trained evaluators.

CEA SB10-191 Resources

Educator Effectiveness Overview

(April 2012) CEA presentation describing frameworks, definitions, policies and requirements around the implementation of the educator effectiveness evaluations system of SB 10-191.

CEA’s Summary of SB10-191

(May 2010) review of the legislation, defining terms in effectiveness and standards, and examining the role of the State Council on Educator Effectivess

CEI District Leader’s Guide: Communicating Effectively with Stakeholders

Integration Districts have approached this requirement in a number of ways through in-person trainings, rolling this out through PLCs, through presentations, newsletters and other avenues. Feedback from districts indicates that investing time and planning on the front is critically important to successful rollout of the system. Leadership is key to success.

Eagle County Schools District Example

Eagle County Schools administrators visited every school in the district during the beginning of the school year to hold informational training sessions early in the first year of rolling out the new evaluation system to teachers.

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