1. Professional Growth and Effectiveness System Requirements PCBOE 8/5/2015

2.  The Professional Growth and Effectiveness System is a comprehensive multiple measured system of promoting teacher effectiveness. All teachers and leaders have a professional responsibility to be completely aware of the requirements of this system pursuant to: 704 KAR3:370; 16 KAR 3:050; 704 KAR 3:345; KRS 156.557, KRS 156.070.

3. The requirements under the state legislature are detailed in the Pike County Schools Certified Evaluation Plan. Resources are indicated at the end of each portion of training that include links to state supported resources, Pike County Training Modules located on the Pike County Website and the pages within the CEP that further detail PGES.

4. TPGES/OPGES 4. Supervisor Observation Peer Observation 1. Reflective Practice 2. Professional Growth 3. Student Growth 5. Student Voice

5. Certified Evaluation Annual Training

6. PurposeRequired Conducted by the teacher to examine practice of teaching to deepen knowledge, expand skills, and incorporate findings to improve practice Complete two weeks prior to closing date of new year New Hires must complete within 30 days of reporting for employment.

7. Pike County Schools Certified Evaluation Plan Pages 15-18 Training Module Pike County School Module II – Self-Reflection KDE Website http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Self- Reflection-and-Professional-Growth-Planning.aspx http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Self- Reflection-and-Professional-Growth-Planning.aspx

8. Certified Evaluation Annual Training

9. PurposeRequired Teachers must develop a minimum of one Professional Growth Goal. The PGP goal must be specific to individual needs based on feedback, data from multiple sources, and self- reflection Required Annually Complete two weeks prior to closing date of new year New Hires may complete within 30 days of reporting for employment.

10. NOTE: Part D of the Pike County Schools Self-reflection & Professional Growth Planning Template and will provide mid-year or end of year feedback End Date Each Year Person ResponsibleAction 2 weeks prior to Closing Day Teacher Complete Part A Self-Reflection using the Pike County Schools Self- reflection & Professional Growth Planning Template Part A. By Closing DayTeacher Complete Part B of Pike County Schools Self-reflection & Professional Growth Planning by writing a Professional Growth Goal and Professional Growth Plan. Supervisor must approve the Professional Growth Goal and Plan. Two weeks following release of state accountability data Teacher Revisit Professional Growth Goal and Professional Growth Plan and align to the Student Growth Goal. Record Professional Growth Plan and Goal in state approved technology platform. October 15th Teacher – Grades 4-8 ONLY Revisit the Professional Growth Plan and incorporate the measures aligned with the state median growth percentile scores. January 31st Teacher and Principal All teachers: Complete Part C of the Pike County Schools Self- reflection & Professional Growth Planning Template. If summative year, complete Mid-year Review Conference. One month prior to Closing Day Teacher and Principal All teachers: Complete Part D of Pike County Schools Self-reflection & Professional Growth Planning Template and submit to supervisor. If summative year, complete Summative Conference by the last week of school.

11. Level 1: Self-Directed Professional Growth Plan (3 year cycle) Low SGG Rating with Accomplished or Exemplary Professional Practice Rating Expected SGG Rating with Developing Professional Practice Rating High SGG Rating with Developing Professional Practice Rating Expected or High SGG Rating with Accomplished or Exemplary Professional Practice Rating Goal set by educator with evaluator input One goal must focus on low student growth outcome Formative review annually Goals set by educator with evaluator input; One goal must address low performance or outcomes Plan activities designed by educator with evaluator input. Formative Review annually Goal set by educator with evaluator input One goal must focus on low outcome Formative review annually Goals set by educator with evaluator input Plan activities are teacher directed and implemented with colleagues. Formative review annually Level 2: One-Year Cycle Directed Professional Growth Plan Level 3: Up to 12-Month Improvement Plan Low SGG Rating with Developing Professional Practice Rating Or, Expected or High SGG Rating with Ineffective Professional Practice Rating Low SGG Rating with Ineffective Professional Practice Rating Goal Determined by Evaluator Goals focus on low performance/outcome area Plan activities designed by evaluator with educator input Formative review at mid-point Summative at end of plan Goal determined by evaluator Focus on low performance area Summative at end of plan

13. Pike County Schools Certified Evaluation Plan Pages 15-18 See page 17 for the Steps in the Process Training Module Pike County School Module III – Professional Growth Plans KDE Website http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Self- Reflection-and-Professional-Growth-Planning.aspx http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Self- Reflection-and-Professional-Growth-Planning.aspx

14. Certified Evaluation Annual Training

15. PurposeRequired Student Growth is comprised of: State Contribution – Student Growth Percentile (SGP) for grades 4-8 in reading and math collected from K- PREP scores Local Contribution– Student Growth Goals (SGG) are established by the teacher based on needs of current students All teachers will establish a local Student Growth Goal. Prior to 45 th instructional day Grades 4-8 /ELA and Math ONLY Two weeks following release of state accountability data

16.  FULL YEAR COURSE Timeline for Student Growth Goal Development and Review Full Year Course Complete by date Description – See CEP page 28 Full year Prior to 45 th instructional day Local Contribution All teachers shall create a minimum of one Student Growth Goal (SGG) as follows:  Identify an area of need based on baseline data of current students aligned to content standards or job-specific duties  Develop one student growth goal (SGG) anchored in baseline data that should include: o a growth target – describe the growth target set for 100% of the students o a proficiency target - identify goal for the percentage of students to reach proficiency  Self-assess the SGG using the SGG Rigor and Comparability o determine that the SGG fits the “acceptable” criteria of rigor o determine that the SGG fits the “acceptable” criteria for comparability  Conduct peer review of SGG using the SGG Rigor and Comparability Rubric and district protocol o determine that the SGG fits the “acceptable” criteria of rigor o determine that the SGG fits the “acceptable” criteria for comparability  SUBMIT to evaluator for approval. Evaluator will approve or request revisions to SGG.  Record SGG in state approved technology platform Full year Grades 4-8 ELA and Math ONLY Two weeks following release of state accountability data State Contribution After the Student Growth Goal is complete, teachers revisit the Professional Growth Plan and ensure that it is aligned with the SGG. Revisions may be necessary to the PGP on both electronic copy and state approved technology platform. Full year May 1, 2015  Review annual student growth goal with evaluator. Teacher shall provide to evaluator: o Evidence of multiple opportunities of monitoring progress (rubrics, scoring guides, data charts) o Evidence that assessment was conducted pre – assessment, mid-year assessment and end of period. o Summary document of achievement data to be used in determination of growth.  Summative cycle teachers – review will be inclusive in summary evidence

17.  9 WEEKS COURSE Timeline for Student Growth Goal Development and Review 9 weeks Targeted group COMPLETION DATE DESCRIPTION – See CEP page 29 Nine week course Prior to 15 th instructional day Local Contribution All teachers shall create a minimum of one Student Growth Goal (SGG) as follows:  Identify an area of need based on baseline data of current students aligned to content standards or job-specific duties  Develop one student growth goal (SGG) anchored in baseline data that should include: o a growth target – describe the growth target set for 100% of the students o a proficiency target - identify goal for the percentage of students to reach proficiency  Self-assess the SGG using the SGG Rigor and Comparability o determine that the SGG fits the “acceptable” criteria of rigor o determine that the SGG fits the “acceptable” criteria for comparability  Conduct peer review of SGG using the SGG Rigor and Comparability Rubric and district protocol o determine that the SGG fits the “acceptable” criteria of rigor o determine that the SGG fits the “acceptable” criteria for comparability  SUBMIT to evaluator for approval. Evaluator will approve or request revisions to SGG.  Record SGG in state approved technology platform Nine week course End of Nine week course targeted  Review end of term student growth goal with evaluator. Teacher shall provide to evaluator: o Evidence of multiple opportunities of monitoring progress (rubrics, scoring guides, data charts) o Evidence that assessment was conducted pre – assessment, mid-year assessment and end of period. o Summary document of achievement data to be used in determination of growth.  Summative cycle teachers – review will be inclusive in summary evidence

18. 1-2 DAYS PER WEEK TARGETED GROUP 1 – 2 days per week Targeted group COMPLETION DATE DESCRIPTION – CEP page 30 18 - 36 weeks on Intermittent days Prior to 10 th instructional day Local Contribution All teachers shall create a minimum of one Student Growth Goal (SGG) as follows:  Identify an area of need based on baseline data of current students aligned to content standards or job-specific duties  Develop one student growth goal (SGG) anchored in baseline data that should include: o a growth target – describe the growth target set for 100% of the students o a proficiency target - identify goal for the percentage of students to reach proficiency  Self-assess the SGG using the SGG Rigor and Comparability o determine that the SGG fits the “acceptable” criteria of rigor o determine that the SGG fits the “acceptable” criteria for comparability  Conduct peer review of SGG using the SGG Rigor and Comparability Rubric and district protocol o determine that the SGG fits the “acceptable” criteria of rigor o determine that the SGG fits the “acceptable” criteria for comparability  SUBMIT to evaluator for approval. Evaluator will approve or request revisions to SGG. Record SGG in state approved technology platform 18 - 36 weeks on Intermittent days April 15, 2015  Review end of term student growth goal with evaluator. Teacher shall provide to evaluator: o Evidence of multiple opportunities of monitoring progress (rubrics, scoring guides, data charts) o Evidence that assessment was conducted pre – assessment, mid-year assessment and end of period. o Summary document of achievement data to be used in determination of growth.  Summative cycle teachers – review will be inclusive in summary evidence

19. OPGES – FULL YEAR Timeline for Student Growth Goal Development and Review OPGES COMPLETION DATE DESCRIPTION Full yearPrior to the 45 th Instructional Day OPGES Student Growth Goal: Local Contribution – Based on School Need Required  Develop a minimum of one local goal for student growth and is based on school need.  The SGG is aligned to the job expectations of the professional.  Other professionals will use relevant data at various levels (classroom, grade level, school-wide, etc.) in order to target an area of need.  Upon completion of writing the goal, other professionals will develop their own benchmarks for determining goal attainment.  Goals and benchmark measures must be approved by the supervisor

21. Protocol for Development of Student Growth Goal by Teacher – CEP Page 33 Step 1  Determine target group needs based on the following:  Analyze data /sources of evidence to establish baseline measures of student academic levels/achievement  Consider context of identified class, student population (i.e. IEPs, )  Interval of instruction  Identify and target content area enduring skills Step 2  Create a specific learning goal o Specify expected growth and proficiency targets o Apply SMART Goal Criteria o Peer Review for rigor and comparability Step 3  Principal has final approval of the goal area and goal statement. Instruments In order to determine if the teacher created Student Growth Goal ensures rigor, the district/school shall utilize the Student Growth Goal rubric criteria from Appendix A Teachers can use other planning tools such as the Enduring Skills Checklist, Think Plan Guidance format for developing Student Growth Goals, and the CASL work on Target/Method match to ensure rigor

22. District Protocol – CEP Page 33 District protocol and procedures shall ensure rigor and comparability by certifying that Student Growth Goals meet the following criteria:  Aligns with standards identified in the student growth goal  Meets the expected rigor of the standards  Elicits evidence of the degree to which a student can independently demonstrate the targeted enduring skill or concept  Measures accurately the growth of individual students  Measures what it says it measures and provides consistent results  Allows high- and low-achieving students to adequately demonstrate their knowledge  Provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students  Provides sufficient data to inform future instruction Scoring Process Step 1Principal and teacher shall meet to review relevant data sources and determine area of focus. Step 2 Teacher shall use the Student Growth Goal template to develop the Student Growth Goal and determine the assessments that will measure proficiency and growth. The student growth goal shall contain both growth and proficiency measures. Step 3 The teacher shall meet with his/her PLC to review the student growth goal and assessment(s) using the rigor rubric. Step 4 The PLC shall determine if the measures identified in the Student Growth Goal (i.e. pre/post assessment, formative data, common assessment) shall yield true student growth data and would be comparable growth measures. Step 5 Once the goal has been vetted by the peer group the teacher shall meet with the principal to approve goal and plan/review strategies to meet the goal.

24. Pike County Schools Certified Evaluation Plan Pages 26-35 Training Module Pike County School Module V - Student Growth Goals Final KDE Website Resources: http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES- Student-Growth-Page.aspx

25. Certified Evaluation Annual Training

26. PurposeRequirements One source of evidence to determine teacher effectiveness, only the supervisor observation will be used to inform a summative rating. Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of trust and common purpose. NO ratings will be given by the peer observer. KTIP teacher observations will be conducted according to criteria set forth by EPSB. Four observations in the summative cycle. A minimum of three observations conducted by the supervisor and one observation conducted by the peer. The required peer observation must occur in the summative year of the cycle. Final observation is conducted by the supervisor and is a full observation. Supervisors may choose to record observation data using one of the following methods Observation data is recorded in the State Approved Technology Platform Observation data is recorded in district approved data tool.

27. StepProcessTimeline Step 1 Orientation ORIENTATION: The evaluation criteria and process used to evaluate certified school personnel shall be explained and discussed with certified school personnel no later than the end of the first month of reporting for employment for the school year. Within 30 calendar days of reporting for employment each school year Optional PRE-OBSERVATION CONFERENCE (TEACHER): Principal holds a pre-observation conference with teachers to be evaluated during the year. Prior to observations. Step 2 Full observations Intern Teacher Conduct full observation and collect formative data. (Intern Teacher and principal) (Post Observation Conference held within 5 school days of the full observation). District will adhere to the KTIP approved guidelines when completing evaluations One Year Educator Plan Conduct full observation and collect formative data (one year educators) (Post Observation Conference held within 5 school days of the full observation). An informal conference may be held for the mini observations. A full summative observation and post conference annually. Three partial (mini) observations, two from administrator and one from a peer observer. Must have at least one supervisor observation (mini or full) during first semester. Three Year Educator Plan Conduct full observations and collect formative data. (Three year educator) (Post Observation Conference held within 5 school days of the full observation). An informal conference may be held for the partial observations. Observations may be conducted during the summative year – third year of the evaluation cycle or extend through the 3 year cycle. Additional observations can be conducted with communication to teacher that they will be evaluated outside the summative year. Two partial observations from administrator and one mini observation from a peer observer. Full summative observations within 30 days of closing day. Summative Evaluation conference shall be held at the end of the summative cycle by the last week of school.

29. Pike County Schools Certified Evaluation Plan Pages 19-23 Training Module Pike County School Module IV – Classroom Observations KDE Website Resources: http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES- Peer-Observation.aspx

30. Certified Evaluation Annual Training

31. PurposeRequirements Provide a comparative measure alignment of teachers intent in creating a high performing learning environment and students perspective of learning environment. Required annually based on state approved window. Pike County Schools will administer Student Voice Surveys in the Spring

32.  All teachers shall participate in the state-approved Student Voice Survey annually with a partial minimum of one identified group of students.  Student selection for participation must be consistent across the district.  Results shall be used as a source of evidence for Professional Practice.  Formative years’ data shall be used to inform Professional Practice in the summative year.  All teachers and appropriate administrative staff shall read, understand, and sign the district’s Student Voice Ethics Statement.  The Student Voice Survey shall be administered between the hours of 7:00 AM and 5:00 PM local time.  The survey shall be administered in the school.  Survey data shall be considered only when ten or more students are respondents.  Paper responses for less than ten students shall be collected by a student voice survey point of contact and submitted to school administration (supervisor).

33. Pike County Schools Certified Evaluation Plan Pages 24-25 Training Module Pike County School Module VI – Student Voice KDE Website Resources: http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES- Student-Voice-Survey-Page.aspx

34. Certified Evaluation Annual Training

35. PurposeRequirements Supervisors are responsible for determining an Overall Performance Category for each teacher at the conclusion of the summative evaluation year. The evaluator determines the Overall Performance Category based on professional judgment, district- developed rubrics (see local contribution for student growth), and decision rules that establish a common understanding of performance thresholds to which all educators are held. All dates are tentative based upon the adjustments of the instructional calendar. To be completed by May 1 or no later than the last week of school.

38. Certified Evaluation Plan Pages 18; 37-42 Training Module Pike County School Module VII – Overall Performance Rating KDE Website Resources: http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES- Summative-Evaluation-Process.aspx

40. Certified Evaluation Annual Training

41. CAUTION…………….Read carefully!!! The following does not contain a comprehensive explanation of the Appeals Process. To ensure fair treatment of the appeal, it is important that prior to filing an appeal carefully read all information contained in pages 43-46 of the Pike County Certified Evaluation Plan

42.  Appeal to the chairperson of the Appeals panel within five (5) working days of signing and dating the summative performance report. Submit the appeals form with supporting documentation. Both the evaluator and evaluatee shall have the opportunity to review all documentation submitted as evidence to the Appeals Panel, at least three (3) days prior to the scheduled appeals hearing date.  The appeals process does not involve contractual status recommendations made to the superintendent or designee

43.  The members of the Certified Employee Appeals Panel, the certified employee, and the assessor shall be notified of the time and date of the hearing by the chairperson. The hearing must take place within fifteen (15) working days from the date an appeal is filed.  The certified employee appealing to the Panel has the burden of proof. The evaluator may respond to any statements made and evidence presented by the certified employee and may present any evidence that supports the Summative Evaluation.

44. Please sign and date the signature sheet verifying that you have reviewed and have been made aware of the contents of the Pike County Schools Certified Evaluation Plan. Have a great school year!