2. REACH for 2015-16 Educator Orientation Session Office of Accountability – Educator Effectiveness August 2015 1

3.  How am I evaluated?  How do I find out my REACH Summative Rating?  How do I know which evaluation plan I am on?  What do different ratings means?  What are the important dates?  Where can I find professional development resources? This presentation will help educators answer six questions 2

4. How am I evaluated? How is my Summative Score calculated? 3

5. EDUCATORS PROFESSIONAL PRACTICE Student Growth Performance Tasks Value- Added Category A. Elementary Grade 3-8 educators who teach English, Reading, Math, including teachers of diverse learners 70%10% 20% Individual Category B. Elementary PreK- Grade 2 educators, Including teachers of diverse learners 70%15%/15% Category C. Elementary Grade 3-8 educators of non- tested subjects: Science, Social Studies, Arts, Physical Education, World Language and/or Electives including teachers of diverse learners 70%20% 10% Schoolwide Category D High School Educators 70%15%/15% Category E. Counselors, Related Service Providers (RSP), Educational Support Specialists (ESS) Citywide Teachers 100% This chart explains how Professional Practice and Student Growth will be weighted when your Summative REACH Score is calculated

6. Complete the part of the worksheet that shows how your REACH Summative Rating will be calculated HANDBOOK PAGE 12-13

7. How am I evaluated? Professional Practice 6

8. CPS Framework for Teaching CPS Frameworks for School Counselors CPS Framework for Teacher-Librarians CPS Framework for Education Support Specialists CPS Frameworks for School Nurses CPS Framework for School Psychologists CPS Framework for Social Workers CPS Framework for Speech Language Pathologists How many Frameworks exist? 7

9. Check the box next to the Framework used for your evaluation

10. PRE-OBSERVATION CONFERENCE OBSERVATION POST-OBSERVATION CONFERENCE EVALUATOR SHARES FINAL RATINGS WITH EDUCATOR FORMAL All Evaluation Plans require at least two Formal Observations HANDBOOK PAGE 30-34

11. The following slides contain requirements as well as references to best practices. Best practices are not required by the Collective Bargaining Agreement. However, both educators and evaluators have reported that using these practices consistently build trust and increases the likelihood that teacher practice will improve. Both CPS and CTU encourage evaluators and educators to use best practices consistently. Best Practices 10

12. PRE-OBSERVATION CONFERENCE FORMAL OBSERVATION POST-OBSERVATION CONFERENCE Best Practice: Evaluators provides 48 hours (two school days) notice to educator. Occurs within 5 school days of the Pre-Conference Occurs within 10 School days of the observation Best Practice: Educator explains planning process by answering questions in the Pre-Observation Protocol. Educator submits written answers via RLS prior to Pre- Conference. Evaluator observes and captures evidence from the classroom for the length of the lesson, 45 minutes, or a class period. Best Practice: Educator reflects on practice in Post-Observation Protocol prior to Post-Conference. Best Practice: Conversation follows steps on pages 32-33 of REACH Handbook. Educator and Evaluator engage in collaborative conversation intended to illuminate classroom context. Written evidence documents practice in Domain 2 (Classroom Environment) and Domain 3 (Instruction). Discussion of practice in Domains 1, 2, 3 and component 4a. Best Practice: Once per year, discuss 4b-4e evidence and scores. Educator and evaluator reference Pre-Observation Protocol, and appropriate CPS Framework. Best Practice: Relevant Addendum is referenced Observed lesson must be from the unit discussed in the Pre- Observation conference. Educator and evaluator reference Post-Observation Protocol, Framework language, evidence from observation. Best Practice: Relevant Addendum is referenced Written evidence documents educator’s practice in Domain 1 (Planning and Preparation). Best Practice: Evaluator shares evidence in RLS prior to Post- Observation Conference. Best Practice: Educator reviews evidence against Framework. Evaluator shares final ratings in RLS within 5 days of Post-Observation Conference. 5 school days10 school days

13. OBSERVATION SHARE EVIDENCE, RATINGS AND PROVIDE FEEDBACK INFORMAL Informal Observations are unannounced HANDBOOK PAGE 35-36

14. Following an Informal Observation, a Post-Conference is optional OBSERVATION ▪ Evaluator observes for at least 15 minutes. ▪ Evaluator only assesses components from Domains 2 and 3 where sufficient evidence is gathered. ▪ Evaluator enters evidence in the Reflect and Learn System (RLS). ▪ Best Practice: Evaluator informs educator if observation is for REACH prior to gathering evidence. AFTER THE OBSERVATION ▪ A Post-Observation Conference is not required, but the educator or evaluator may request one ▪ Only components from Domains 2 and 3 where sufficient evidence is gathered are rated. ▪ Best Practice: Evaluator shares evidence, ratings and written feedback within five days. Evaluator shares final evidence and ratings within ten days through RLS. 10 school days 13

15. Educators can submit evidence for components 4b-4e under the “Professional Responsibilities” tab in RLS at any time during the school year. Evaluators may provide feedback throughout the year as requested by the educator. Evaluators provide ratings for 4b-4e once per Evaluation Cycle. Provide ratings in the spring for all on the annual plan. Provide ratings in the spring for all on the second year of a biennial plan. Best Practice: When uploading artifacts, quality is more important than quantity. It is considered “excessive paperwork” to upload more than two documents per component. Evidence for 4b-4e should be gathered throughout the year HANDBOOK PAGE 37-38

16. How am I evaluated? Student Growth 15

17. EDUCATORS PROFESSIONAL PRACTICE Student Growth Performance Tasks Value- Added Category A. Elementary Grade 3-8 educators who teach English, Reading, Math, including teachers of diverse learners 70%10% 20% Individual Category B. Elementary PreK- Grade 2 educators, Including teachers of diverse learners who teach only students in PreK- Grade 2 70%15%/15% Category C. Elementary Grade 3-8 educators of non- tested subjects: Science, Social Studies, Arts, Physical Education, World Language and/or Electives including teachers of diverse learners 70%20% 10% Schoolwide Category D. All High School Educators 70%15%/15% Category E.Counselors, Related Service Providers (RSP), Educational Support Specialists (ESS), Citywide Teachers 100% This chart explains how Professional Practice and Student Growth will be weighted when your Summative REACH Score is calculated

18. A Performance Task is: ▪ written or hands-on demonstration of mastery of a specific skill or standard ▪ developed by CPS teachers with the guidance and assistance of CPS content specialists and the Department of Student Assessment What is a REACH Performance Task (PT)? HANDBOOK PAGE 44-46

19. ALL CPS educators who are evaluated on either the CPS Framework for Teaching or the CPS Framework for Teacher Librarians must administer Beginning of Year (BOY) and End of Year (EOY) Performance Tasks. BOY window: Sept. 14 - Oct. 23 BOY tasks provide a baseline measure of student proficiency. Educators identify growth opportunities based on student work. A “What’s Next?” tool will be provided with all REACH PT orders to help teachers plan next steps for instruction. EOY window: May 9 – June 10 EOY tasks are scored by teachers and measure Student Growth. Who administers Performance Tasks? When? 18

20. PRESCHOOL – GRADE 2 PERFORMANCE TASK GUIDE EDUCATORPERFORMANCE TASK All teachers should use centrally-available tasks, if possible. (BOY and EOY) Preschool 2 tasks – the pre-K age 3 and pre-K age 4 tasks (numeracy and literacy combined) to one class section K – 2 General Education 2 tasks – grade-level literacy and math tasks K – 2 Resource (more students in K–2 than other grade bands) 2 tasks – grade-level literacy and math tasks to at least 20 students (or entire caseload, if smaller than 20) K – 2 Departmentalized 2 tasks – either: Two class sections at different grade levels (e.g. math grade 1 & math grade 2) or Two class sections at the same grade level (e.g. math grade K & math grade K) Which Performance Task(s) do I administer?

21. GRADE 3 – 8 PERFORMANCE TASK GUIDE EDUCATORPERFORMANCE TASK All teachers should use centrally-available tasks, if possible. (BOY and EOY) 3 – 8 General Education 1 task – grade-level task for either literacy or math 3 – 8 Resource (more students in 3–8 than other grade bands) 1 task – grade-level task for either literacy or math to at least 20 students (or entire caseload, if smaller than 20) 3 – 8 Specialist (e.g. arts, physical education, library science, education technology) 1 task – one centrally-available task of your choice to one grade level and class section 3– 8 Departmentalized core 1 task - one centrally-available task of your choice to one grade level and class section Which Performance Task(s) do I administer?

22. HIGH SCHOOL PERFORMANCE TASK GUIDE EDUCATORPERFORMANCE TASK all teachers should use centrally-available tasks, if possible. (BOY and EOY) High School Departmentalized & Specialists 2 tasks – either: two classes in different courses (e.g. World Studies & US History) or two classes of the same course (e.g. Chemistry & Chemistry) High School Resource 2 tasks – at least 20 students for each (or entire caseload, if smaller than 20) If teacher only supports students for one subject, he/she should administer one task to the entire caseload. Which Performance Task(s) do I administer?

23. BOY Performance Tasks will be available for review on the REACH PT page of the Knowledge Center the week of 8/31. OPTION 1 Order Performance Tasks during the specified order window through a Google Form. All PTs will be delivered to schools by September 25th. ORDER NOW for Fall! August 31- September 4, 2015 ORDER for Spring March 28 – April 8, 2016 OPTION 2 ▪ Download and print the Performance Tasks at your school. This option is available as soon as school begins. ▪ Tasks are downloadable on the Knowledge Center Go to kc.cps.edu --- > Assessment tab --- > REACH Performance Tasks from dropdown menu If you have questions contact reachperformancetasks@cps.edu How do I get copies of the Performance Tasks I will give my students?

24. Educators are responsible for scoring Performance Tasks. Best Practice: Teacher teams (e.g. grade level, grade band, or departmental) use the Collaborative Scoring Exercise to score student tasks objectively and reliably. This protocol is available on the REACH PT page of the Knowledge Center. Educators enter their students’ BOY and EOY results into CIM when the respective windows are open. Scoring guides and videos are available on the REACH Performance Task page of the Knowledge Center. ▪ Teachers enter both the total points earned by students and the Summative Scores (0, 1, 2, or 3). Educators use the Performance Task Verification process to confirm which task they administered to which students. A guide is available on the Knowledge Center. How do I enter score and enter Performance Task scores?

25. In the spring of 2015, 500 teachers’ End of Year performance tasks were audited in an effort to ensure the processing of valid Student Growth data. Teachers were selected at random to participate in the audit. A report will be published this fall summarizing findings. In the spring of 2016, a Performance Task Audit will be conducted. Teachers must maintain copies of their BOY and EOY performance tasks until the beginning of the 2016-17 school year in case they are selected for the audit. Performance Task Audit 24

26. Find the table on your Worksheet where you will enter your PT data 25

27. “Conceptually, value-added analysis is the use of statistical techniques to isolate the component of measured student knowledge that is attributable to schools, teachers or classrooms from other factors such as prior knowledge and student characteristics.” “In practice, value-added models focus on the improvement students make on annual assessments from one year to the next.” Technical Report on the Teacher-Level Value-Added Model Academic Year 2012-2013. Value-Added Research Center. Wisconsin Center for Education Research. University of Wisconsin-Madison Value-Added is a component of the Summative REACH Score for teachers in grades 3-8 HANDBOOK PAGE 47-48

28. The CPS Value-Added Model The CPS Value-Added Model was co-developed with experts from the University of Wisconsin-Madison Value-Added Research Center. The Value Added Model is a nationally-recognized statistical model that measures the impact of school and/or teacher effectiveness on students’ academic growth from year to year. The Value Added Model compares students with similar characteristics to 1) see how similar students grew relative to each other, and 2) to capture the impact of teacher effectiveness on student learning, adjusting for factors outside of the teacher’s control. CPS teachers complete the Spring Roster Verification process to ensure that the appropriate students are attributed to their Value Added result. 27

29. VAM scores are not related to the NWEA growth goals that you might see on the NWEA reports. The NWEA growth goals are compared to national norms, while the VAM score is compared to the growth of similar students within CPS. Therefore, it is possible for a teacher to have an above average VAM score with a below average NWEA growth score, or vice versa. Additional information related to VAM is available here on the Knowledge Center.here What is the difference between VAM scores and NWEA Growth Goals? 28

30. How do I know my REACH Summative Rating? 29

31. Educators will receive a REACH Summative Rating in the coming weeks Your REACH Students Summary Report explains how professional practice and Student Growth measures were combined to calculate your REACH Summative Rating. All educators who worked for CPS during 2014-15 will receive a Summary Report. Updates about publication date will come through the Weekly Alert. A webinar and FAQ will accompany the release of the reports. HANDBOOK PAGE 54-60

32. How am I impacted by my REACH Summative Rating? 31

33. Summative Rating + Tenure Status  Evaluation Plan Annual Biennial What are the Evaluation Plans? HANDBOOK PAGE 25-29

34. All non-tenured educators are evaluated on an ANNUAL PLAN. Non-tenured educators are also known as PATs (Probationary Assigned Teachers) The evaluation plan for a tenured educator is determined by her/his previous rating. Some tenured educators are on the ANNUAL PLAN. Some tenured educators are on the BIENNIAL PLAN. How is my Evaluation Plan determined?

35. All PATs are on the Annual Plan 34 PAT Previous RatingAll Ratings Evaluation PlanAnnual Plan Evaluation Cycle3 Formal and 1 Informal Required Interval between Observations 1 month apart Special Note: Hired after July 1, 2013? SEE APPENDIX

36. I am a TENURED educator. What if I receive an Excellent or Proficient rating? 35 TENURED Previous RatingEXCELLENT or PROFICIENT Evaluation PlanBiennial Plan Evaluation Cycle 1 Formal and 1 Informal EACH year of plan Required Interval between Observations 3 months apart

37. I am a TENURED educator. What if I receive my first DEVELOPING rating? 36 TENURED Previous Rating1 st DEVELOPING Evaluation PlanAnnual Plan with PDP Evaluation Cycle 2 Formal and 2 Informal Required Interval between Observations 1 month apart

38. I am a TENURED educator. What if I receive my second consecutive DEVELOPING rating and improve*? 37 TENURED Previous Rating1 st DEVELOPING Evaluation PlanAnnual Plan with PDP Evaluation Cycle 2 Formal and 2 Informal Required Interval between Observations 1 month apart *Special Note *Improvement is defined as an increase in either Professional Practice score or total REACH points.

39. I am a TENURED educator. What if I receive a second consecutive DEVELOPING rating and my REACH rating declined*? 38 TENURED Previous Rating2 nd Consecutive DEVELOPING Evaluation Plan Unsatisfactory Rating with Remediation Plan Evaluation Cycle 45 Day Formal Observation for feedback 90 Day Formal Observation to determine rating *Special Note *Declined is defined as a decrease in Professional Practice score and total REACH points

40. I am a TENURED educator. What if I receive an UNSATISFACTORY rating? 39 TENURED Previous RatingUNSATISFACTORY Evaluation PlanRemediation Plan Evaluation Cycle 45 Day Formal Observation for feedback 90 Day Formal Observation to determine rating

41. All PATs are on the Annual Plan. 40 How am I impacted by my Summative REACH Rating? PATTENURED Previous Rating All RatingsEXCELLENT or PROFICIENT 1 st DEVELOPING 2 nd Consecutive DEVELOPING with improved* REACH rating 2 nd Consecutive DEVELOPING with a REACH rating that declined* UNSATISFACTORY Evaluation Plan Annual PlanBiennial PlanAnnual Plan with PDP Annual Plan with PDP Unsatisfactory Rating with Remediation Plan Evaluation Cycle 3 Formal and 1 Informal 1 Formal and 1 Informal EACH year of plan 2 Formal and 2 Informal 2 Formal and 2 Informal 45 Day Formal Observation for feedback 90 Day Formal Observation to determine rating 45 Day Formal Observation for feedback 90 Day Formal Observation to determine rating Required Interval between Observations 1 month apart3 months apart 1 month apart *Special Note Hired after July 1, 2013? SEE APPENDIX *Improvement is defined as an increase in either Professional Practice score or total REACH points. *Declined is defined as a decrease in Professional Practice score and total REACH points

42. A tenured educator who receives a Developing Rating is placed on a Professional Development Plan (PDP). A tenured educator who receives an Unsatisfactory Rating is placed on a Remediation Plan. Professional Development PlanRemediation Plan Created 30 school days after Summative Rating Duration One school year90 school days of educator and student attendance Support Evaluator & educator co-create plan Includes support from the school/ district as described in PDP. PDP reviewed during each REACH observation Includes support from a peer coach known as a “Consulting Teacher” who visits the educator’s classroom once per week. Includes additional support as described in Remediation Plan. 2 Formal observations required Exiting the Plan Remains on plan until REACH Summative Rating increases to Proficient or Excellent Requires a Proficient or Excellent rating on the second Formal observation to maintain position An Overview of Professional Development Plans and Remediation Plans HANDBOOK PAGE 77-79

43. Annual and Biennial Evaluation Plan Guide AnnualBiennial EducatorsNon-Tenured PAT or Tenured teachers with a previous rating of Developing. Tenured teachers with a previous rating of Proficient or Distinguished. Minimum observations during 2015-16 4 PAT 3 Formal and 1 Informal 4 TENURED with PDP 2 Formal and 2 Informal 2 1 Formal and 1 Informal Interval between observations 1 month3 months Summative Rating will be issued End of 2015-16For educators completing year 2: End of 2015-16 For educators beginning year 1: End of 2016-17 HANDBOOK PAGE 29

44. These educators are classified as “Inability to Rate.” ▪ Tenured educators in 2015-16 will restart the same evaluation plan as 2014-15 Tenured educators on an ANNUAL Plan will restart a one-year cycle Tenured educators on the first year of a BIENNIAL Plan in 14-15 will begin the two-year cycle again Tenured educators on the second year of a BIENNIAL Plan see Appendix BAppendix B ▪ PATs default to a Proficient PAT1s and PAT2s remain on an Annual Plan PAT3s become tenured and are placed on an Evaluation Plan according to the date tenure is gained. Tenured before 11-1-15: BIENNIAL Plan Tenured on or after 11-1-15: ANNUAL Plan What if I did not receive the required number of observations during 2014-15? 43

45. 1.PATs are subject to non-renewal. 2.Tenured educators will be placed on a Remediation Plan. If the educator’s rating does not improve to Proficient after 90 days, she/he is subject to a dismissal hearing. 3.Should layoffs occur, educators with an Unsatisfactory rating are first to be laid off. 4.All teachers who receive an Unsatisfactory rating have a right to file an appeal. More information will accompany the release of REACH Summative Reports. What are the implications for receiving an Unsatisfactory Summative REACH rating? 44

46. Check the box that identifies your 2015-16 Evaluation plan 45

47. What are the important REACH dates to keep in mind? 46

48. 2015-16 REACH Timeline DATEEVENT Week of August 31, 2015Order BOY Performance Tasks Fall 20152014-15 Summative Reports Released September 14, 2015 – October 23, 2015BOY Performance Task Window October 5, 2015First day for REACH observations March 28, 2016 – April 8, 2016Order EOY Performance Tasks May 9, 2016 - June 10, 2016EOY Performance Task Window May 27, 2016Last day for REACH observations Spring 2016 Performance Task Verification Roster Verification HANDBOOK PAGE 14

49. Where can I find additional REACH resources? 48

50. The 2015-16 REACH Handbook contains additional information for both educators and evaluators, including past FAQ and additional best practices. The Handbook can be accessed as a PDF under the REACH tab on the Knowledge Center. Hard copies will not be provided. The REACH Performance Task Handbook can be found under the Assessment tab on the Knowledge Center. Want more REACH info? Get to know your 2015-16 REACH Handbook. 49

51. Click on the circles below to go directly to numerous resources available on The CPS Knowledge Center Resources by Domain and Component HANDBOOK PAGE 89

52. CTU Quest Center PD Offerings All CTU Quest Center offerings are driven by the components of the CPS Framework for Teaching Upcoming offerings with descriptions are posted on www.ctunet.com/pd, advertised in the Chicago Union Teacher newspaper, sent through CTU e-blasts, and found on the CPS Knowledge Centerwww.ctunet.com/pd For more information contact CTU Quest Center Professional Development Facilitator Theresa Insalaco-DeCicco, M.Ed. NBCT (312) 329-6270 51

53. APPENDIX 52

54. Appendix A: New Tenure Rules for PATs hired after July 1, 2013 53 Start DateTrack PeriodType Year 1 Acceptable Ratings Year 2 Acceptable Ratings Year 3 Acceptable Ratings Year 4 Acceptable Ratings Year 5 Acceptable RatingsYear 6 Original Appointment (before July 1, 2013)3 Year TrackN/A Developing or higher Tenured Original Appointment (after July 1, 2013)3 Year Track A. 53. High PerformersExcellent Tenured Original Appointment (after July 1, 2013)4 Year Track B. Proficient in Years 2 and 4 Developing or higher Proficient or higher Developing or higher Proficient or higherTenured Original Appointment (after July 1, 2013)4 Year Track C. Proficient in Years 3 and 4 Developing or higher Proficient or higher Tenured Original Appointment (after July 1, 2013) 5 Year Track D. 5 Year Track Developing or higher Proficient or higher Tenured Return to Presentation

55. In the event that a tenured educator in Year 2 of a Biennial Plan in 2014-15 received two observations in Year 1, but fewer than two in Year 2, his/her Summative Rating and observation plan will be determined by an estimated score. All conducted observations and available Student Growth scores from Year 1 and Year 2 will be used to determine an estimated REACH rating. 1.If the educator’s estimated REACH Students Rating is Excellent or Proficient, then the educator will receive an Excellent of Proficient REACH Students Rating at start Year 1 of a new Biennial Plan in 2015- 16. 2.If the educator’s estimated REACH Students Rating is Developing or Unsatisfactory, then the educator will receive a Developing or Unsatisfactory REACH Students Rating and will move to an Annual Plan in 2015-16 but will not be placed on a Professional Development Plan (PDP) or Remediation Plan. Appendix B: Inability to Rate for an educator on Year 2 of a Biennial Plan 54 Return to Presentation