1. Certified Evaluation Orientation Professional Growth & Effectiveness System for Teachers & Other Professionals
LaRue County Schools
Opening Day, 2017
Complete Plan posted on District Website

2. Notes for
SB1 eliminated current evaluation regulations which included “PGES”.
, KDE will develop new regulations for certified evaluation, for implementation in Until then districts have been advised “not to stray too far.”
The Certified Evaluation Plan for Teachers and Other Professionals is very similar to ;
changes are noted in this orientation.

3. Notes for
EDS (CIITS) will not be used for evaluation documents
Forms are posted on district website (NEW!!)
Supports for multiple measures are available on the KDE website
KTIP is aligned with PGES model
Teachers and Other Professionals use different “frameworks”, however the process for all multiple measures is similar. Differences are noted in the Certified Evaluation plan and this orientation document

4. Orientation
Orientation by the end of the first 30 calendar days of employment
Staff must sign and date certifying completion of Orientation.

5. Tenure & Cycles Non-Tenured Certified Staff Tenured Certified Staff
One to Four Years in LaRue Co. OR
First Year in LaRue Co., but Tenured in another KY District
Tenured Certified Staff
More than Four Years in LaRue Co. OR
More than One Year in LaRue Co., but Tenured in another KY District
One-Year Cycle Teacher/Other Prof.
Non-Tenured OR
Tenured, but identified for a one-year summative cycle (pg. 9)
Three-Year Cycle Teacher/Other Prof.
Tenured teachers who have been identified for a three-year summative cycle (pg. 10)

7. Kentucky Framework for Teaching—pg. 12
Separate framework for teachers, guidance counselors, library/media specialists, speech pathologists
Pre-School uses Teacher Framework + “Pre-School Guidance” companion document
Domains
DOMAIN 1: Planning & Preparation
DOMAIN 2: Classroom Environment OPGES “The Environment”
DOMAIN 3: Instruction OPGES “Delivery of Services”
DOMAIN 4: Professional Responsibilities

8. Multiple Measures For Personnel Decisions Self-Reflection
Professional Growth Plan
Supervisor Observation
OPGES may be site visit
Student Voice
Other Products of Practice
Letters & Memos
State Student Growth
Action Research Project

9. Action Research Project
Student Growth Percentile

10. Sources of evidence/Framework for Teaching Alignment—pg. 14

11. TPGES-OPGES Timeline, 17-18

12. Timeline Exceptions, pg. 11
Observation windows, timelines, and other requirements may be adjusted by the primary supervisor in special circumstances where the evaluatee has been absent due to extenuating circumstances or is a late hire.
Supervisor completes the Modified CEP Timeline for TPGES/OPGES (Appendix A) within 5 working days of the evaluatee’s return to work.
Superintendent/designee should approve the form and notify the evaluatee within 5 additional working days.
One supervisor mini-observation may be waived for a evaluatee hired after the 60th instructional day or if the evaluatee has not reported to work for 60 consecutive days.

13. Appendix A

14. Self-Reflection—pg
Developed and submitted by the end of the 1st quarter
Completed using paper forms in Appendix B
Teacher, pg 53-54
Counselor, pg 55-56
Library/Media, pg 57-58
Therapeutic Specialist, pg 59-60
Forms include 2 boxes for on-going reflection throughout the year
Self-Reflection is required for ALL teachers &
other professionals every year

16. Professional Growth Plans—pg. 15-16
Developed and approved by the end of the 1st quarter
Completed using paper form—Appendix C
Same form for all TPGES/OPGES
Includes space for on-going reflection and summative reflection
Reviewed by summative conference or closing day
Must align with school or district improvement plans (CSIP or CDIP)
Professional Growth Plan are required for ALL teachers
& other professionals every year

18. Supervisor Observations— pg. 16-21
Supervisor Mini
Supervisor Full
Unscheduled
No Pre-Conference
Observation
20-30 min
Post-Conference within 5 working days
1 Yr Cycle: In Person
3 Yr Cycle: Electronic
Scheduled
Pre-Conference using Pre-Conference form, Appendix D
Electronic
Observation
Full Class (45 min)
Post-Conference within 5 working days
In Person
Observation Evidence Entered on “Supervisor Observation &
Summative” Forms—Appendix E

19. Same form used for observation or OPGES site visit model

21. Supervisor Obs.—pg. 16-21 Supervisor Mini Supervisor Full 1 Yr Cycle
1 Mini after 1st 30 days & prior to end of 2nd Nine Weeks
3 Yr Cycle—Year 1
1 Mini after 1st 30 days & prior to last 14 instructional days
3 Yr Cycle—Year 2
3 Yr Cycle—Year 3
No Mini
1 Yr Cycle
1 Full during 3rd or 4th Nine Weeks
3 Yr Cycle—Yr 1 & 2
No full observation
3 Yr Cycle—Year 3
1 Full after the Peer Observation

22. Supervisor Training—pg. 21-23
Observations may not be completed until the supervisor successfully completes
Initial Certification (Year 1)
Calibration (Each Year After)
If your supervisor does not successfully complete training requirements, another observer will be assigned. The supervisor will observe with them.

23. Peer Observation—pg. 19-20 Purpose is formative
Private between the teacher & peer
Peer submits documentation that the peer activities happened, but no content or reflection
2nd tab of Peer Observation Form, Appendix F
Peers are volunteers
Exceptions—
1st year in district
KTIP
Tenured, but 1 Yr Cycle
Peers complete KDE-required training every 3 years
Assignment: Teacher lists at least 3 options; principal assigns within 1st 30 days attempting to match
Peers may be from other schools in the district

24. Tab 1 is the observation form (same as supervisor form
NOT submitted
Tab 2 is the Signature Sheet
Printed, signed, and submitted

25. Peer Observation Process
Peer Observation—pg
Peer Observation Process
1 Yr Cycle & 3 Yr Cycle—Yr 3
1 Peer Observation after 1st 30 days & prior to end of 2nd Nine Weeks
3 Yr Cycle—Yr 1 & 2
No Peer Observation
Scheduled
Pre-Conference (may be electronic)
May focus in on certain indicators in the Framework
Post-Conference (must be in person within 5 working days)
Peer uses Peer Observation Form—Tab 1 (Appendix F) to record evidence. No ratings. Different forms for OPGES.
Peer and teacher/other professional complete Peer Observation Form—Tab 2 (signature sheet), print, and submit to principal to document completion of the full peer observation cycle

26. OPGES Site Visit Model— pg. 17-18
Option for other professionals who do not regularly “teach classes”
Observation of duties and discussion of activities
May choose with supervisor/peer to use traditional observation model, site visit model or combination
Supervisors/peers follow the same guidelines and use the same forms for both models

27. Student Voice Survey—pg. 23-24
All teachers and other professionals with students in all grades 3-12 participate
Questions available on KDE PGES website
Different versions for 3-5, 6-12
Different versions for EACH OPGES group
Administered “prior to March”
Accommodations provided as needed
Will use Infinite Campus for TPGES; follow district-developed administration format for OPGES

28. Student Voice Survey—pg. 23-24
Two classes assigned per teacher when possible using a uniform rule in each school
Adjustments made to ensure >10 students per staff whenever possible
Results reviewed by summative evaluation or closing day
EXCEPTIONS
Alternative Settings: Timeline or administration protocol may vary due to transiency
Other professionals who do not teach set groups of students regularly may have a more open timeline and protocol for administration

29. Other Products of Practice—pg. 25-26
Program Review evidence
team-developed curriculum units
lesson plans
communication logs
timely, targeted feedback from mini or informal observations
student data records
student work
student formative and/or summative course evaluations/feedback
minutes from PLCs
teacher reflections and/or self-reflections
teacher interviews
teacher committee or team contributions
parent engagement activities/surveys
records of student and/or teacher attendance
video lessons
engagement in professional organizations
action research
To be made available to the principal in a timely manner upon request.
To be used to determine ratings for Domains in the summative year.

30. Letters & Memos—pg. 26
In addition to district-adopted evaluation forms, letters and memos may be used to document both outstanding performance and performance which needs improvement.
Correspondence dated and signed by both parties with a copy provided to Evaluatee
Conference recommended, but not required

31. State Student Growth— pg. 26-27
Only teachers in grades 4-8 teaching Reading/ELA or Math have a state student growth score
It will be used as one of the multiple measures for overall evaluation decisions

32. State Contribution—pg. 26-27 Gr 4-8 Reading & Math Only
Support materials posted on KDE website
Guidelines are subject to change by KDE at any time
Lags one year
Student enrolled with teacher in IC for at least 100 days
Reported only if the teacher has 10 or more students
MEDIAN Student Growth Percentile (MSGP)
For teachers who teach both reading and math a combined single year MSGP will be determined by calculating a weighted average
Current cuts (subject to change by KDE)
Low Growth: < 30
Expected Growth: From 30 to 65
High Growth: >65

33. State Contribution—pg. 26-27 Gr 4-8 Reading & Math Only
Based on Infinite Campus rosters
Special Ed.—Collaborative Setting: all students
Special Ed.—Resource Setting: If there are errors in local attribution, correct MSGPs will be calculated. (FMD, hearing/vision impaired, or highly structured settings)
Schedule Change—Only reported for teachers who were in reading/ELA or math in grades 4-8 during the prior school year.
ELA MSGP:
Gr 4-5: Reading MSGP only attributed to the reading teacher.
Gr 6-8: Reading MSGP attributed to both the reading and ELA teachers.
MSGP may be re-calculated at any time there is an error in attribution.

34. State Contribution—pg. 26-27 Gr 4-8 Reading & Math Only
3-Yr trend used when available
Each year weighted equally
1 point for LOW, 2 points for EXPECTED, and 3 points for HIGH
STATE GROWTH RATING BASED ON TREND DATA
AVERAGE SCORE RANGE
Low
Expected
High

35. Action Research Project, pg. 24-25
Replaces Local Student Growth Goal
One of the multiple measures for overall evaluation decisions
Teachers and other professionals will complete one action research project annually
Anything you have used in the past for SGG will still work for ARP, but the ARP opens up more choice and flexibility for you

36. Action Research Project, pg. 24-25
Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning.
Action research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems.

37. Action Research Project—pg. 24-25 ALL Teachers & Other Professionals
Choose something you know your students need to improve
CHOICE: Yearlong enduring skill OR skills within a specific unit of study
Choose one or more classes to participate in the ARP (Same as SGG)
ALL students enrolled in those classes will participate
Class choice(s) must include at least 10 students whenever possible
Develop an Action Plan for what you’re going to do to help students improve (Same as SGG)

38. Action Research Project—pg. 24-25 ALL Teachers & Other Professionals
Develop assessments that will be used for pre- and post-data
CHOICE: Single measure or multiple measures
CHOICE: Mid-point assessment is optional
A rubric is required to define your ratings and to define “proficiency” based on grade level standards (Same as SGG)
PLCs will review ARP’s together to provide feedback/clarity prior to supervisor approval (Same as SGG)

39. Action Research Project—pg. 24-25 ALL Teachers & Other Professionals
Timeline:
By September 30, meet with supervisor to approve your ARP using the ARP form (Appendix G).
If you want to choose a unit that starts prior to Sept 30 you may do so, but you would have to meet with your supervisor early. Sept 30 is just a deadline.
ARP must be something that can be completed by the end of the 3rd nine weeks (typically mid-March)

40. Action Research Project—pg. 24-25 ALL Teachers & Other Professionals

41. Action Research Project—pg. 24-25 ALL Teachers & Other Professionals
Pre-assess students, listing ratings for each student on the ARP Tracking Sheet (App. H)

42. Action Research Project—pg. 24-25 ALL Teachers & Other Professionals
Teach the content, following through with your action plan
After instruction is complete, post-assess students using your approved rubric and record your final ratings on the same ARP Tracking Sheet, including final % Proficient (Appendix H)
CHOICE: Remember, you can have multiple measures or a single measure
CHOICE: Remember, midpoint assessment is optional

43. Action Research Project—pg. 24-25 ALL Teachers & Other Professionals
Complete page 2 of the ARP Form
End of Year Reflection
Next Steps
Post-ARP conference with supervisor.
Reflective conversation about your results & next steps.
Supervisor will use page 3 of the ARP Form to make notes to be used in your next summative evaluation
For next summative evaluation, supervisor will use evidence from the ARP as one of the multiple measures when determining domain ratings

44. Action Research Project pg. 24-25 Notes for Specialized Groups
LCMS Related Arts Due to NW rotation, full ARP process during 2nd or 3rd NW. May be 1st NW if it’s a later unit
Intervention Teachers & Special Education Teachers If you are co-teaching all students in the class must be included in the ARP, not just your caseload students. You can choose to work together with your co-teaching partner on the same ARP or work separately. If working together, the Action Plan must be specific to your actions.
Alternative Settings Published KDE SGG Guidance for Alternative settings may be used to provide additional alternatives when appropriate (behavior rather than academic goals, etc.). “Alternative settings” = The Life Connection, The N.E.S.T., or specialized units

45. Action Research Project pg. 24-25 Notes for Specialized Groups
Pre-School Published KDE SGG Guidance for pre-school may still be used to provide alternatives when appropriate (social & emotional goals, etc.)
Other Professionals For other professionals who do not teach a consistent group of students regularly, published KDE SGG Guidance for OPGES may be used to provide alternatives when appropriate. A goal may be used tracking school data rather than individual student data it you and your supervisor find this to be more appropriate.
Late Hires Adjusted timeline for anyone hired after Sept 1.
Modified CEP Timeline for TPGES/OPGES (Appendix A) will be used to document any timeline adjustments

46. Summative Evaluation—pg 29
Deadline: May 1
1 Yr Cycle & 3 Yr Cycle in Yr 3
All formative sources of data will be completed prior to the summative conference
Summative evaluation will be completed using the “Summative” tab of the Supervisor Observation & Summative Form (Appendix E); printed/signed/filed in the personnel file housed at central office
Form is specific to teachers, counselors, library/media, and therapeutic specialists

47. Professional Practice Rating—pg. 28
DOMAIN RATINGS
DOMAIN 1: [I,D,A,E]
SOURCES OF EVIDENCE TO INFORM PROFESSIONAL PRACTICE
PROFESSIONAL JUDGMENT
DOMAIN 2: [I,D,A,E]
DOMAIN 3: [I,D,A,E]
DOMAIN 4: [I,D,A,E]
REQUIRED
Observation
Student Voice
Professional Growth Plans and Self Reflection
Action Research Project
State Growth
OPTIONAL
Other: District-Determined – Must be identified in the CEP
Other Teacher Evidence/Other Professional

48. CRITERIA FOR DETERMINING A TEACHER’S PROFESSIONAL PRACTICE RATING
Decision Rules—pg
CRITERIA FOR DETERMINING A TEACHER’S PROFESSIONAL PRACTICE RATING

51. Corrective Action Plan—pg. 30
A Corrective Action Plan shall be developed to assist a certified staff member who has failed to meet a district standard OR when an immediate change is required in practice or behavior.
Steps in Corrective Action
Administrator initiates the Corrective Action Plan process
Administrator and teacher collaborate to develop the CAP
Administrator and teacher develop timeline
Administrator and teacher develop appraisal method for CAP
Administrator evaluates improvement of performance at target date
“Up to 12-Month Improvement Plan” is a CAP-pg. 30
CAP entered on PGP form (Appendix C) and clearly noted in the text that it’s a CAP

52. Appeal Procedure for Summative Evaluation—pg. 48-50, 82
1. Evaluatee must submit Appeal Form (Appendix P) to the chairperson of the Appeal Panel within 5 working days of receipt of the evaluation.
2. The Appeal Panel will meet to consider evidence and make a recommendation decision.
Upholding all parts of the original evaluation.
Voiding the original evaluation or parts of it.
Ordering a new evaluation by a second certified employee who shall be a trained evaluator.

53. Appeal Procedure for Summative Evaluation—pg. 48-50, 82 (Cont.)
3. The Appeal Panel will make a recommendation to the Superintendent within 15 working days from the date of the filing of the Appeal.
4. All parties will be notified of the recommendation with a letter citing evidence to support the decision.