calloway county schools · the calloway county board of education acted upon the 50/50...
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Calloway County Schools
Certified Personnel Evaluation Plan
2016-2017
Vision
“Successful—Now and Beyond”
Every student will be successful beyond his greatest expectations, now and in the future.
Mission
“Learners for Life”
The mission of Calloway County Schools is to empower all students academically, socially, and personally to
be lifelong learners capable of thinking, solving problems, and serving as responsible citizens ready to meet
the challenges of tomorrow.
Focus
To prepare students to be proficient, college and career ready.
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Table of Contents
Table of Contents .................................................................................................................................................................................................... 1 Certified Personnel Evaluation Committee and Appeals Committee ....................................................................................................................... 2
Certified Evaluation Plan Assurances ................................................................................................................................................................. 3 Introduction ......................................................................................................................................................................................................... 4
Roles and Definitions ............................................................................................................................................................................................ 5-9 Professional Practice ............................................................................................................................................................................................. 10
Professional Growth Planning and Self-Reflection ........................................................................................................................................... 10 Observation ........................................................................................................................................................................................................... 11
Observation Progressive Model (3 & 1) ............................................................................................................................................................ 11 Observation Conferencing and Schedule .................................................................................................................................................... 11-12 Observer Certification and Calibration ......................................................................................................................................................... 12-13 Peer Observation and Peer Observation Selection ..................................................................................................................................... 13-14
Student Voice ........................................................................................................................................................................................................ 14 Products of Practice/Other Sources of Evidence ............................................................................................................................................ 7 & 14 Student Growth ................................................................................................................................................................................................. 15-19
State Contribution – Median Student Growth Percentiles (MSGP) .................................................................................................................. 15 Local Contribution – Student Growth Goals (SGG) .......................................................................................................................................... 15 Student Growth Goal Criteria ............................................................................................................................................................................ 16 Rigor and Comparability of Student Growth Goals ........................................................................................................................................... 16 Determining Growth for a Single Student Growth Goal ............................................................................................................................... 16-17
Determining the Overall Performance Category .................................................................................................................................................... 20 Rating Professional Practice ............................................................................................................................................................................. 18 Rating Overall Student Growth ......................................................................................................................................................................... 19
Professional Growth Plan and Summative Cycle .................................................................................................................................................. 21 Appeals ....................................................................................................................................................................................................... 21, 37-42
Evaluation Appeal ........................................................................................................................................................................................ 37-42 Selection of the Appeals Panel ......................................................................................................................................................................... 37 Evaluation Appeals Hearing Request Form ...................................................................................................................................................... 40
Professional Growth and Effectiveness System Components –Principal and Assistant Principal .................................................................. 22-26 Overview and Summative Model ...................................................................................................................................................................... 25 Principal Performance Standards and Roles and Definitions ........................................................................................................................... 26 Professional Practice ........................................................................................................................................................................................ 27 Professional Growth Planning and Self-Reflection ........................................................................................................................................... 27
Site-Visits and Conferencing ............................................................................................................................................................................ 22-27 Val-ED 360° ........................................................................................................................................................................................................... 28
Working Conditions Goal (Goal inherited by Assistant Principal) ................................................................................................................ 28-29 Products of Products of Practice/Other Sources of Evidence ........................................................................................................................... 29
Student Growth ...................................................................................................................................................................................................... 30 State Student Growth Goal Contribution ...................................................................................................................................................... 30-31 Local Student Growth Goal Contribution-ASSIST (School Improvement Plan) ........................................................................................... 30-31
Rating Overall Professional Practice ..................................................................................................................................................................... 32 Rating Overall Student Growth ......................................................................................................................................................................... 33-34
Determining the Overall Performance Category ............................................................................................................................................... 34 Principal Professional Growth Plan and Summative Cycle .................................................................................................................................. 35 Other District Certified Professionals ......................................................................................................................................................... 36, 51-54 Appeals Process and Procedures .................................................................................................................................................................... 37-42 Student Growth Goal Rubric .................................................................................................................................................................................. 44 Peer Observation Verification Form ....................................................................................................................................................................... 45 Pre-Observation Document ................................................................................................................................................................................... 46 Teacher and Other Professional Summative Evaluation for Personnel File .......................................................................................................... 47 PPGES Summative Form for Personnel File ......................................................................................................................................................... 48 Instructions for Completing the Individual Corrective Action Plan ......................................................................................................................... 49 Corrective Action Plan Form .................................................................................................................................................................................. 50 Other District Certified Professional Forms until State Approved Process Developed ..................................................................................... 51-54
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CERTIFIED PERSONNEL EVALUATION COMMITTEE As required by 704 KAR 3:370, Calloway County School District has established an evaluation committee consisting of equal
numbers of teachers and administrators to develop evaluation procedures and forms for certified positions below the level of the
district superintendent. The superintendent’s evaluation process is developed and adopted by the local board of education. This
committee makes recommendations about the district evaluation plan and presents those recommendations to the local board for
its consideration and approval. Members of the 2016-2017 Certified Personnel Evaluation Committee are:
Certified Evaluation Plan Committee Teachers
Heather Duffy, Calloway County Middle School Lisa Harrison, Calloway County High School
Julie Dabney, North Calloway Elementary Gwenda Wilhelm, Calloway County Preschool (CCEA President)
Administrators Randy McCallon, Principal of Calloway County High School Josh McKeel, Principal of Southwest Calloway Elementary Amy Turner, Principal of Calloway County Middle School Tawnya Hunter, Calloway County District Administrator
2015-2017 Calloway County District’s
Summative Evaluation Appeals Panel Board Appointed Certified Employee
Brian Wilmurth Elected Certified Employees
Panel Members: Kristine Provine, Charity Anderson Alternate Panel Members: Regina Crider, Melissa Richerson Farmer
Designated Certified Evaluation Contact Person Tawnya Hunter, Calloway County District Administrator
2110 College Farm Road Murray, KY 42071
[email protected] Phone: (270) 762-7300
Fax: (270) 762-7310
The Calloway County School District Board of Education affirms that no person shall on the basis of sex, race, religion, creed, color,
national origin, citizenship status, or handicap, be excluded from participation in, or be subjected to, discrimination under any
educational program or activity under its auspices. The Calloway County Board of Education acted upon the 50/50 Committee’s
proposal of the procedural changes to the certified evaluation plan at the board meeting on May 12th, 2016 for the 2016-2017 school
year.
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Professional Growth and Effectiveness System-Introduction
The evaluation of certified personnel is an important tool that our district utilizes to help assure the public, community, parents, and students that providing a quality education is the priority of our school system. The purpose of evaluation is improving instruction, curriculum, assessment, and other professional responsibilities. Evaluation is the process of assessing or determining the effectiveness of performances and products to:
Promote the continuation of professional competence to improve instruction
Provide a measure of performance accountability to citizens
Identify areas for professional growth
Assist in making individual personnel decisions
The principal or designee is primarily responsible for evaluating teachers. Additionally, the immediate supervisor is designated as the primary evaluator. Evaluators shall be trained and tested, and shall be approved by the department upon completion of the required evaluation training program and successful completion of testing. Non-tenured teachers will be evaluated yearly and tenured teachers will be evaluated at least every three years following the requirement of the TPGES system. Annual evaluations with multiple observations are required for non-tenured certified personnel. Multiple observations will occur for tenured teachers when observation results yield an ineffective determination. Teachers should receive a conference within five (5) working days of observation. Teachers on a Corrective Action Plan will be evaluated yearly. A summative evaluation conference shall be held at the end of the summative evaluation cycle and shall include all applicable Professional Growth and Effectiveness data. This includes professional growth planning, self-reflection, student voice surveys, student growth goals/percentiles and any other evidence deemed relevant for determining the overall effectiveness rating for the teacher. Evaluations will be documented on approved forms to become part of official personnel file. The summative evaluation will be recorded in the state approved technology platform and in writing on the approved district summative evaluation form. A copy of the summative evaluation form will be completed and become part of the official personnel file. Summative evaluations for tenured teachers shall occur at least once every three years. Administrators will receive summative evaluations annually by the superintendent or by the superintendent’s designee following the requirements of the PPGES system. A copy of the evaluation shall be given to the evaluatee. Both evaluator and evaluatee shall sign and date the approved summative evaluation instrument. The signed and dated original will be placed in the official personnel file. An opportunity for written response shall be included in the official personnel record. All personnel evaluated will be provided an opportunity for a review of their summative evaluations. All written evaluations shall be discussed with the evaluatee and he/she will be given the opportunity to attach a written statement to the summative evaluation form. All summative evaluations will become a part of the official personnel file and will be filed in the central office. Summative evaluations of all teachers and other professionals shall be completed by May 1st. The summative evaluation of all other certified district personnel shall be completed by May 1st. All certified personnel will be trained by the building principal, assistant principal, or a district administrator in the evaluation system prior to implementation. The evaluation criteria and evaluation process to be used shall be explained to and discussed with certified school personnel including teacher within the first thirty (30) calendar days of reporting for employment for each school year. This shall occur prior to the implementation of the plan.
The Calloway County Board of Education appraises the performance of the Superintendent and will be evaluated annually by the local school board. Opportunities for the professional growth of the Superintendent will be provided pursuant to KRS 156.557 and 704 KAR 3:370.
Other Certified District Personnel
All other certified district personnel not covered by TPGES, OPGES or PPGES will be evaluated using the 14-15 Certified Evaluation
Forms. The appeals process found on pages 37-42 of the Certified Evaluation Plan applies to all certified staff including those not
covered by the OPGES, TPGES or PPGES.
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District Professional Growth and Effectiveness System Plan: The vision for the Professional Growth and Effectiveness System (PGES) is to have every student taught by an effective teacher and every school led by an effective leader. The goal is to create a fair and equitable system to measure teacher and leader effectiveness and act as a catalyst for professional growth.
Roles and Definitions 1. Administrator: means an EPSB certified administrator who devotes the majority of employed time in the role of principal, for which
administrative certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050. 2. Artifact: A product of a certified school personnel’s work that demonstrates knowledge and skills. 3. Assistant Principal: A certified school personnel who devotes the majority of employed time in the role of assistant principal, for which
administrative certification is required by EPSB. 4. Certified Administrator: A certified school personnel, other than principal or assistant principal, who devotes the majority of time in a
position for which administrative certification is required by EPSB. 5. Certified School Personnel: A certified employee, below the level of superintendent, who devotes the majority of time in a position in a
district for which certification is required by EPSB. 6. Conference: A meeting between the evaluator and the evaluatee for the purposes of providing feedback, analyzing the results of an
observation or observations, reviewing other evidence to determine the evaluatee’s accomplishments and areas for growth, & leading to the establishment or revision of a professional growth plan.
7. Evaluator: The primary evaluator as described in KRS 156.557 (5)(c) 2. The immediate supervisor of certified personnel, who has satisfactorily completed all required evaluation training and, if evaluating teachers, observation certification training.
8. Evaluatee: A certified school personnel who is being evaluated. 9. Formative Evaluation: Is defined by KRS 156.557(1)(a). 10. Full Observation: An observation conducted by a certified observer that is conducted for the length of a full class period or full lesson. 11. Improvement Plan: A plan for improvement up to twelve months in duration for:
a. Teachers and other professionals who are rated ineffective in professional practice and have a low overall student growth rating.
b. Principals who are rated ineffective in professional practice and have high, expected, or low overall student growth rating. 12. Job Category: A group or class of certified school personnel positions with closely related functions. 13. Local Contribution: A rating based on the degree to which a teacher, other professional, principal, or assistant principal meets student
growth goals and is used for the student growth measure. 14. Local Formative Growth Measures: Is defined by KRS 156.557(1)(b). 15. Mini Observation: An observation conducted by a certified observer for 20-30 minutes in length. 16. Observation: a data collection process conducted by a certified observer, in person or through video, for the purpose of evaluation,
including notes, professional judgments, and examination of artifacts made during one (1) or more classroom or worksite visits of any duration.
17. Observer Certification: A process of training and ensuring that certified school personnel who serve as observers of evaluatees have demonstrated proficiency in rating teachers and other professionals for the purposes of evaluation and feedback.
18. Observer calibration: The process of ensuring that certified school personnel have maintained proficiency and accuracy in observing teachers and other professionals for the purposes of evaluation and providing feedback.
19. Other Professionals: Certified school personnel, except for teachers, administrators, assistant principals, or principals. 20. Other Certified District Personnel: All district level administrators as deemed appropriate by the superintendent. 21. Overall Student growth Rating: The rating that is calculated for a teacher or other professional evaluatee pursuant to the requirements
of Section 7(9) and (10) of this administrative regulation and that is calculated for an assistant principal or principal evaluatee pursuant to the requirements of Section 10(8) of this administrative regulation.
22. Peer observation: Observation and documentation by trained certified school personnel below the level of principal or assistant principal.
23. Performance Criteria: The areas, skills, or outcomes on which certified school personnel are evaluated. 24. Performance Rating: The summative description of a teacher, other professional, principal, or assistant principal evaluatee’s
performance, including the ratings listed in Section 7(8) of this administrative regulation. 25. Principal: A certified school personnel who devotes the majority of employed time in the role of principal, for which administrative
certification is required by the Education Professional Standards Board pursuant to 16 KAR 3:050. 26. Professional Growth and Effectiveness System: An evaluation system to support and improve the performance of certified school
personnel that meets the requirements of KRS 156.557(1)(c), (2), and (3) and that uses clear and timely feedback to guide professional development.
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27. Professional Growth Plan: An individualized plan for a certified personnel that is focused on improving professional practice and leadership skills, aligned with performance standards and the specific goals and objectives of the school improvement plan or the district improvement plan, built using a variety of sources and types of data that reflect student needs and strengths, evaluatee data, and school and district data, produced in consultation with the evaluator as described in Section 9(1), (2), (3), and (4) and Section 12(1), (2), (3), and (4) of this administrative regulation, and includes: (a) Goals for enrichment and development that are established by the evaluatee in consultation with the evaluator; (b) Objectives or targets aligned to the goals; (c) An action plan for achieving the objectives or targets and a plan for monitoring progress; (d) A method for evaluating success; and (e) The identification, prioritization, and coordination of presently available school and district resources to accomplish the goals.
28. Professional Practice: The demonstration, in the school environment, of the evaluatee’s professional knowledge and skill. 29. Professional Practice Rating: The rating that is calculated for a teacher or other professional evaluatee pursuant to Section 7(8) of
this administrative regulation and that is calculated for a principal or assistant principal evaluatee pursuant to the requirements of Section 10(7) of this administrative regulation.
30. Self-Reflection: The process by which certified personnel assesses the effectiveness and adequacy of their knowledge and performance for the purpose of identifying areas for professional learning and growth.
31. Sources of Evidence: The multiple measures listed in KRS 156.557(4) and in Sections 7 and 10 of this administrative regulation. 32. State Contribution: The student growth percentiles, as defined in 703 KAR 5:200, Section 1(11), for teachers and other professionals,
and the next generation learners goal for principals and assistant principals. 33. Student Growth: Is defined by KRS 156.557(1)(c). Quantitative measure of the impact a teacher has on a student (or set of students)
as measured by student growth goal setting and student growth percentiles. 34. Student Growth Goal: A goal focused on learning, that is specific, appropriate, realistic, and time-bound, that is developed
collaboratively and agreed upon by the evaluatee and evaluator, and that uses local formative growth measures. 35. Student Growth Percentile: each student's rate of change compared to other students with a similar test score history. 36. Student Voice Survey: The student perception survey provided by the department that is administered annually to a minimum of one
(1) district-designated group of students per teacher evaluatee or a district designated selection of students and provides data on specific aspects of the instructional environment and professional practice of the teacher or other professional evaluatee.
37. Summative Evaluation: Is defined by KRS 156.557(1)(d). 38. Teacher: A certified school personnel who has been assigned the lead responsibility for student learning in a classroom, grade level,
subject, or course and holds a teaching certificate under 16 KAR 2:010 or 16 KAR 2:020. 39. Working Condition’s Survey Goal: a school improvement goal set by a principal or assistant principal every two (2) years with the
use of data from the department-approved working conditions survey. 40. Working/Instructional/Teaching Day: Indicates one of the 170-176 days (determined by KDE approved district calendar) where
students are present for instruction.
For Additional Definitions and Roles, please see 704KAR 3:370 Professional Growth and Effectiveness System
The Kentucky Framework for Teaching with Specialist Frameworks for Other Professionals
The Framework for Teaching is designed to support student achievement and professional practice through the domains of:
Framework for Teaching Specialist Frameworks for Other Professionals Planning and Preparation Planning and Preparation Classroom Environment Environment Instruction Instruction/Delivery of Service Professional Responsibilities Professional Responsibilities The Frameworks also include themes such as equity, cultural competence, high expectations, developmental appropriateness, accommodating individual needs, effective technology integration, and student assumption of responsibility. They provide structure for feedback for continuous improvement through individual goals that target student and professional growth, thus supporting overall school improvement. Evidence documenting professional practice is situated within one or more of the four domains of the framework. Performance is rated for each component according to four performance levels: Ineffective, Developing, Accomplished, and Exemplary. The summative rating is a holistic representation of performance, combining data from multiple sources of evidence across each domain.
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The use of professional judgment based on multiple sources of evidence promotes a holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators also take into account how educators respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual educator performance, such as: school-specific priorities that may drive practice in one domain, an educator’s number of goals, experience level and/or leadership opportunities, and contextual variables that may impact the learning environment, such as unanticipated outside events or traumas. Evaluators must use the following categories of evidence in determining overall ratings: Required Sources of Evidence
Professional Growth Planning and Self-Reflection
Observation
Student Voice
Student Growth Goals and/or Median Student Growth Percentiles (4-8 - Math & ELA) Teachers and other professionals may provide additional evidence to support assessment of their professional practice. Optional categories of evidence may include but is not limited to the following:
Program Review evidence Team-developed curriculum unit Leadership roles within school, district, state or community Lesson plans Communication logs Professional development trainings attended not required by the district or school Timely, targeted feedback from mini or informal observations Student data records Student work Student formative and/or summative course evaluations/feedback Teacher reflections and/or self-reflections Teacher interviews Teacher committee or team contribution Records of student and/or teacher attendance Video lessons Engagement in professional organizations Action research Walk-through documentation –scheduled and unscheduled Student Growth Goals process as evidence for Domain 1 and 4 Conference Agendas and Minutes Department/Grade Level Agendas and Minutes PLC Agendas and Minutes Leadership Team Agendas and Minutes Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement events documentation Classroom Schedules Other relevant resources
All components and sources of evidence related supporting an educator’s professional practice and student growth ratings will be completed and documented to inform the Overall Performance Category. All Summative Ratings will be recorded in the state department approved technology platform.
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Professional Practice
Professional Growth Planning and Self-Reflection The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources
including classroom observation feedback, data on student growth and achievement, and professional growth needs identified through self-assessment
and reflection. The Professional Growth Plans align with school/district improvement plans. There is an annual review of growth plans. In collaboration
with the administrators/supervisors, teachers and other professionals will identify explicit goals which will drive the focus of professional growth
activities, support, and on-going reflection.
Reflective practices and professional growth planning are imperative processes. The teacher and other professionals(1) reflects on his or her current growth needs based on multiple sources of data and identifies an area or areas for focus; (2) collaborates with his or her administrator to develop a professional growth plan and action steps; (3) implements the plan; (4) regularly reflects on the progress and impact of the plan on his or her professional practice; (5) modifies the plan as appropriate; (6) continues implementation and ongoing reflection; (7) and, finally, conducts a summative reflection on the degree of goal attainment and the implications for next steps. All teachers and other professionals participate in self-reflection and professional growth planning each year. All teachers and other professionals will document self-reflection and professional growth planning on district approved forms. Self-reflections and Professional Growth Plans should be rooted in evidence/data collected from observations, student voice, peer observations, etc. A self-reflection and professional growth plan must be completed and approved by the principal or designee by Oct 1st annually. In addition, any certified late hires employed after September 1st will have 30 working days to complete and receive approval by the principal or designee on their self-reflection and professional growth plan. This is a minimum. Teachers’ and other professionals’ growth plans will be monitored by the building-level administrator. Additional self-reflections may be completed if desired. Modification of the professional growth plan will be made as needed. Summative reflection on the degree of goal attainment and implications for next steps will be completed and approved by the principal or designee by May 1st.
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Support and guidance around PGPs will be determined by the below chart following summative ratings
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
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Observation The observation process is one source of evidence to determine educator effectiveness that includes supervisor and peer observation for each certified teacher and other professional. The supervisor observation will provide documentation and feedback to measure the effectiveness of professional practice. 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. The rationale for each type of observation is to encourage continued professional learning in teaching and learning through critical reflection. KTIP Teacher observations will be conducted according to criteria set forth by EPSB.
Observation Model: The Progressive (3 and 1) Model The Progressive Observation Model for teachers and other professionals must fulfill the following minimum criteria:
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 final year of the cycle.
Final observation is conducted by the supervisor and is a full observation.
All observations must be documented on district approved forms.
The summative cycle for tenured teachers and other professionals are a minimum of once every three year; annually for administrators, non-tenured teachers, other professionals and any certified employee on a Corrective Action Plan.
All certified teachers or other professionals hired after November 15th or during summative evaluation cycle who do not report for work sixty (60) or more consecutive school days will only have two (one mini and one full) observations conducted by the supervisor and one observation conducted by the peer.
Observers will conduct three mini observations (two by the supervisor and one by the peer) of minimum of twenty minutes each except for late hires (see above bullet referenced above). Because these are shorter sessions, the supervisor will make note of the components observed in order to identify "look fors" in the next mini observation by the supervisor. The final observation is a full observation conducted by the supervisor consisting of a full class or lesson observation and must be documented on district approved forms.
Observation Conferencing Observers will adhere to the following observation conferencing requirements: Two mini observations and a full observation will be completed by the principal or the designee. The mini observations can be scheduled or unscheduled. No pre-conference is required for the mini observations. Pre-conferences shall be done with all full observations and can be completed electronically or face-to-face and must take place within one to five days before the observation. All post conferences including peer conference are to be done in person and must be completed within five working days after the observation. If unable to post conference within five working days, another observation will be scheduled. The principal may add observations as needed.
Observation Schedule Observations may begin after the evaluation training takes place within 30 calendar days of reporting for employment each school year. The evaluation criteria and process used to evaluate a teacher and other professionals shall be explained to and discussed with the teacher and other professionals no later than the end of the first thirty (30) calendar days of reporting for employment for the school year. The district will develop a numbered calendar to assist administration in observation scheduling. Annual evaluations with multiple observations are required for non-tenured certified personnel. Multiple observations will occur for tenured teachers when observation results yield an ineffective determination. Teachers or other professionals shall receive a post conference within five (5) working days of observation. A summative evaluation conference shall be held at the end of the summative evaluation cycle and shall include all applicable Professional Growth and Effectiveness data. Summative evaluations for tenured teachers and other professionals shall occur at least once every three years.
Annual Summative Schedule (0 yr. to 4 yr. non-tenured, those on Corrective Action Plan, tenured teachers or other professionals that principal/supervisor may choose to evaluate annually)
Observation Window Type of Observation Observer
By December 15th Mini Peer Observer
By January 31st Two Mini observations Principal
February 1st to May 1st Full Principal
By May 1st Summative Conference Principal
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3 Year Summative Schedule (tenured teachers or other professionals—the principal/supervisor may choose to evaluate on a 3 year cycle) Three mini observations will be completed prior to the completion of the full observation in the summative year.
Observation Window Type of Observation Observer
Final year of summative-complete by December 15th Mini Peer Observer
By January 31st of summative year Two Minis Principal
Third year of the cycle-complete by May 1st Full Principal
Third year of the cycle-complete by May 1st Summative Conference Principal
Late Hires (Any certified educator hired after November 15th) Two mini observations must be completed prior to the completion of the full observation in the summative year.
Observation Window Type of Observation Observer
Within 30 working days Mini Peer Observer
Within 45 working days One Mini observation Principal
By May 1st Full Principal
By May 1st Summative Conference Principal
Late Hires/Absenteeism Any one year cycle teacher or other professional hired before November 15th will have all observations conducted. Please see observation schedule in above section.
A Supervisor may eliminate one of the required observations on a teacher or other professional hired after November 15th.
During summative cycle year, if a teacher or other professional misses 60 consecutive school days throughout the year then the supervisor may eliminate one of the required observations.
Any teacher or other professional hired that will be placed directly into a three year cycle must meet observation schedule outlined in previous section of Three Year Educator Plan Schedule.
Observer Certification All administrators serving as a primary evaluator must complete the state required Initial Certified Evaluation Training prior to conducting
observations for the purpose of evaluation.
To ensure consistency of observations, evaluators must also be trained, tested and approved using the Proficiency Observation Training for the current approved state platform. The initial certification and observer calibration will be monitored and implemented by the superintendent designee. The system allows observers to develop a deep understanding of how the four domains of the Kentucky Framework for Teaching (FfT) are applied in observation. There are three sections of the proficiency system:
Framework for Teaching Observer Training
Framework for Teaching Scoring Practice
Framework for Teaching Proficiency Assessment
The established cycle for observation certification is as follows: The cycle for observation certification established is as follows [NOTE: This evaluation certification cycle mirrors the existing 704 KAR 3:370 related to initial and update training for certified evaluators]:
Year 1 Certification
Year 2 Calibration
Year 3 Calibration
Year 4 Recertification
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Only supervisors who have passed the proficiency assessment can conduct mini and full observations for the purpose of evaluation. In the event that a supervisor has yet to complete the proficiency assessment, or if the supervisor does not pass the assessment, the district will provide the following supports:
Observation data provided by a substitute observer is considered a valid source of evidence only if the supervisor is present in the observation.
In the event a supervisor is on a prolonged leave of absence, the superintendent can waive the presence of the supervisor.
In cases where the supervisor is not certified though the proficiency system and is therefore unable to conduct observations during the observation window, the superintendent will determine how to ensure teachers and other professionals have access to observations certified observers by making the following local decisions.
Upon hiring, the district will purchase a Proficiency Observation License for a supervisor who does not have certification.
The supervisor will have 45 days to take the proficiency assessments. In the event a supervisor is not successful in
completing/passing the assessments.
In year 1, supervisors will complete the Proficiency Observation Training and pass the current state approved proficiency assessments to gain certification by August 1st or 30 days after hire date. In year 4, supervisors must complete the proficiency assessments through state approved proficiency system to gain recertification. This must be completed by July 30th. The superintendent will assign a certified district supervisor to oversee this process. If a supervisor does not pass the initial observer proficiency assessments, he or she will meet with a certified district supervisor to review and complete study session modules. The modules will cover Domains 2 and 3 and the Framework for Teaching. At the completion of the modules, the supervisor can retake the state approved proficiency assessments. A certified district supervisor or another building certified supervisor will be assigned to complete observations if the building principal is not certified or out for an extended leave.
Observer Calibration As certified observers may tend to experience “drift” in rating accuracy, the district completes a calibration process each year where certification is not required (see chart under Observer Certification). This calibration process is completed in years two and three after certification. Calibration ensures ongoing accuracy in scoring teaching practice; an awareness of the potential risk for rater bias; and ensures observers refresh their knowledge of the training and scoring practice. All calibration processes must be conducted through the state approved technology platform. Observer calibration is completed during years two and three of the Observer Certification process based on the state approved technology platform and re-certification completed after year three. The district will provide calibration training during year two and three after certification. Calibration will take place during summer administrator meetings and throughout the school year. The superintendent designee will address the scoring of calibration and will provide additional training for supervisors who were not proficient in their scoring. The state approved Proficiency Observer Training will be the resource used for calibration training.
All building level supervisors must complete calibration by September 1st each year. Any late hires throughout the school year that do not have appropriate documentation of ongoing calibration and recertification must be brought current within the first 45 days of reporting to work. Observer calibration during years two and three of the Observer Certification process based on the department approved platform will be provided either individually or in group discussions. All observers will complete the calibration assessment with a rating of Yellow or above. Any observer scoring Red will receive additional training through videos and district support via the superintendent designee and will be re‐assessed within two weeks of remediation until proficiency or Demonstrated Accuracy (Yellow or higher) is obtained. All observers must be re‐certified after the third year.
Peer Observation A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers do not score a teacher’s practice, nor is peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is trained certified school personnel:
All teachers and other professionals will receive a peer observation in their summative year.
All Peer Observers participating during the summative year observations will complete the state department approved training once every three years.
All peer observation documentation will be accessed only by the evaluatee.
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Volunteer peer observers approved by school administration, or those selected by administration based on effectiveness and educator experience, will be trained using the state department approved online training. Update training will occur every three years. The school administrator/supervisor will determine peer observer caseloads. If the person being observed or observer wishes to change the assignment, they have 5 working days to request the change through the principal. All peer observations will be documented on a district approved form, and peer observation verification form will be submitted to supervisor signed and dated. All teachers, other professionals and others in alternative settings will follow the same peer observation process as stated above.
Student Voice The Student Voice Survey is a confidential, on-line survey collecting student feedback on specific aspects of the classroom experience and teaching practice.
All teachers and other professionals will participate in the state-approved Student Voice Survey annually with a minimum of
one identified group of students.
Student selection for participation must be consistent across the district.
Results will be used as a source of evidence for Professional Practice.
Formative years’ data will be used to inform Professional Practice in the summative year.
All teachers and appropriate administrative staff will read, understand, and sign the district’s Student Voice Ethics Statement.
The Student Voice Survey will be administered between the hours of 7:00 AM and 5:00 PM local time and must be administered in school.
Survey data will be considered only when ten or more students are respondents.
The District Student Voice Survey Point-of-Contact is the superintendent designee who will also ensure the district meets the ethics
requirements for the survey. During the state approved window, one class/section will be assigned by the principal or designee with
teacher or other professional collaboration to take the student voice survey to maintain consistency within the district. The principal or
designee will be responsible for scheduling the Student Voice Survey during the Student Voice state window for consistency throughout
the district. Teachers, other professionals or instructional assistants will provide accommodations on the survey for students who normally
have accommodations such as listed on PSP, IEP, and 504 Plans.
In the event that a teacher or other professionals does not work directly with students on a regular basis the student voice survey will not be conducted. Other Professionals and others in alternative settings, in collaboration with their supervisor, will identify the group of students to complete the Other Professionals Student Voice Survey. The survey may be administered either on-line or paper for teachers or other professionals with more or less than ten students. Students who are absent on the day of the survey may take it the next day in attendance. If all students are not able to complete the survey on the day that is selected, it will be administered as soon as possible. Survey data will only be considered when 10 or more students are respondent.
Late Hires for Student Voice Any teacher or other professional hired before January 1st will complete the Student Voice Survey. After January 1st, the Student Voice Survey is optional.
Products of Practice/Other Sources of Evidence Teachers and Other Professionals may provide additional evidences to support assessment of their own professional practice. These
evidences should yield information related to the teacher’s practice within the domains.
Required
observations conducted by certified supervisor observer(s)
student voice survey(s)
self-reflection and professional growth plans
student growth goals and/or growth percentiles (4-8-Math and ELA)
Other sources of evidence that can be used to support educator practice are listed on page 7.
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Student Growth
The student growth measure is comprised of two possible contributions: a state contribution and a local contribution. The state contribution pertains only to teachers in the following content areas and grade levels participating in state assessments:
4th – 8th Grade
Reading
Math The state contribution is reported as Median Student Growth Percentiles (MSGP). The local contribution uses the Student Growth Goal Setting Process and applies to all teachers and other professionals in the district, including those who receive MSGP. The following graphic provides a roadmap for determining which teachers or other professionals receive which contributions:
State Contribution – Median Student Growth Percentiles (MSGP) – (Math/ELA, Grades 4-8) The state contribution for student growth is a rating based on each student’s rate of change compared to other students with a similar
test score history (“academic peers”) expressed as a percentile. The rating will be calculated using the MSGPs for the students attributed
the teacher of grades 4-8 math and ELA classes. The scale for determining acceptable growth will be determined by the Kentucky Board
of Education and provided to the district by the Kentucky Department of Education. KDE will provide the median student growth percentile
to teachers.
Local Contribution – Student Growth Goals (SGG) – All teachers and Other Professionals The local contribution for the student growth measure is a rating based on the degree to which a teacher or other professional meets the growth goal for a set of students over an identified interval of instruction (i.e. trimester, semester, year-long) as indicated in the teacher’s or other professional’s Student Growth Goal (SGG). All teachers and other professionals, regardless of grade level and content area, will develop an SGG for inclusion in the student growth measure. All Student Growth Goals will be determined by the teacher or other professional in collaboration with the principal and will be grounded in the fundamentals of assessment quality (Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement).
Rigor-congruency to appropriate grade level standards or job responsibilities.
Comparability- Data collected for the Student Growth Goal must use comparable criteria across similar classrooms (classrooms that
address the same standards) to determine progress toward mastery of standards/enduring skills. Examples of similar classrooms might be 6th grade science classrooms, 3rd grade classrooms, English 1 classrooms, band or art classes. For similar classrooms, teachers would be expected to use common measures or rubrics to determine competency in performance at the level intended by the standards being assessed. Although specific assessments may vary, the close alignment to the intent of the standard is comparable.
Do you teach students in grades 4-
8?
Do you teach in the Math or ELA
content areas?
Do your students participate in the
Math or ELAK-PREP Assessment?
LOCAL & STATE CONTRIBUTION
LOCAL CONTRIBUTION
ONLY
YES
YES
YES
NO
NO
NO
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Student Growth Goal Criteria The SGG is congruent with appropriate for the grade level and content area for which it was developed.
The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school.
The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge.
The SGG provides access and opportunity for all students, including students with disabilities, English Learners, and gifted/talented students.
Rigor and Comparability of Student Growth Goals (See below for rigor & comparability protocol) To fulfill the criteria of measuring student growth at the local level, a protocol must be established to ensure rigorous and comparable growth measures used for all teachers.
Teacher Professional Growth and Effectiveness System & Others Professional Growth and Effectiveness System The following categories have been identified by KDE as Other Professionals:
Library Media Specialist Therapeutic Specialist/Speech School Guidance Counselor School Instructional Specialist/Coach
Other Professionals who work with classes of students on a daily, weekly, or other reoccurring schedule must follow the protocols of the TPGES Student Growth. Other Professionals who are in a role that does not work with students on a regular basis or are administrative in nature will follow the OPGES Student Growth Guidance. All Student Growth Goals for TPGES and OPGES will be completed and scored by the principal/supervisor by May 1st of each year.
All teachers and other professionals will develop a minimum of one student growth goal (SGG) by October 1st as directed below: After September 1st, late hires will have 30 working days to complete SGG.
1. Identify an area of need based on baseline data of current students aligned to content standards or job-specific duties 2. Develop one student growth goal (SGG) anchored in baseline data that may include:
a growth target – describe the growth target set for 100% of the students
a proficiency target - identify goal for the percentage of students to reach proficiency 3. Self-assess the SGG using the SGG Rigor and Comparability Rubric (see Appendix on page 44)
Determine that the SGG fits the “acceptable” criteria of rigor Determine that the SGG fits the “acceptable” criteria for comparability
4. Conduct peer review of SGG using the SGG Rigor and Comparability Rubric (see Appendix on page 44) Determine that the SGG fits the “acceptable” criteria of rigor Determine that the SGG fits the “acceptable” criteria for comparability
Once rubric and peer review protocol have been applied to the SGG, it will be submitted to the principal for approval. Principals will approve or request revisions to SGGs. Throughout the duration of the SGG, the teacher or other professional:
provides a variety of opportunities for students to demonstrate understanding of the content and their progress (rubrics, scoring guides, specific feedback etc.)
analyzes assessments that evidence student growth throughout the interval of instruction assesses student attainment of SGG a minimum of three times (pre, mid-course and post)
DETERMINING GROWTH FOR A SINGLE STUDENT GROWTH GOAL Teachers and other professionals will maintain records of relevant data contributing to student growth goals. Data may include, but not
limited to, classroom assessments, benchmark assessments, projects, writings, etc. The teacher/other professional and supervisor will
look at assessments and data collected to determine the growth rating.
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Measures in Determining Student Growth Rating as Low, Expected, or High: Local Student Growth Goal Rating will be
determined using the following guidelines.
Growth portion of the goal
HIGH: 90-100% of students have met the growth portion of the goal.
EXPECTED: 80 to 89.4% students have met the growth portion of the goal.
LOW: Less than 80% of students have met the growth portion of the goal.
Proficiency portion of the goal
EXPECTED: Teacher's number of students meeting this goal is within a +/- 10% range of the proficiency goal
HIGH: Teacher's number of students meeting proficiency exceeds their goal by more than 10%
LOW: Teacher's number of students meeting proficiency is more than 10% below the proficiency goal
OVERALL STUDENT GROWTH RATING
GR
OW
TH
RA
TIN
G
HIGH Expected Expected High
EXPECTED Expected Expected Expected
LOW Low Expected Expected
LOW EXPECTED HIGH
PROFICIENCY RATING **If a goal is approved that only contains a growth portion or only a proficiency portion then that rating will stand as the overall rating.
**If a teacher or other professional is in a class/grade level that does not have K-Prep data contributing to their overall goal this rating WILL
constitute their rating for that year.
**In an instance where the supervisor provides a rating that is not consistent with the chart; rational shall be written and approved by the
superintendent or designee.
The following decision rules will be used to rate Overall growth as low, expected, or high for teachers or other professionals who have a state and local growth goal.
OVERALL DECISION MATRIX STATE AND LOCAL
ST
AT
E G
RO
WT
H H E E H
E E E E
L L E E
L E H
LOCAL GROWTH
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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. See chart below.
Goals and benchmark measures must be approved by the supervisor.
OTHER PROFESSIONALS STUDENT GROWTH GOAL (As evidenced from OPGES SGG)
Other Professionals Student Growth Goal
Student Growth Goal Low Growth Expected Growth High Growth
____ %
Below ____ %
_____% - _____ %
Above _____ %
**In an instance where the supervisor provides a rating that is not consistent with the chart; rational shall be written
and approved by the superintendent or designee.
Rating Professional Practice The Kentucky Framework for Teaching stands as the critical rubric for providing educators and evaluators with concrete descriptions of
practice associated with specific domains. Each element describes a discrete behavior or related set of behaviors that educators and
evaluators can prioritize for evidence-gathering, feedback, and eventually, evaluation. Supervisors will organize and analyze evidence
for each individual educator based on these concrete descriptions of practice.
The process concludes with the evaluator’s analysis of evidence and the final assessment of practice in relation to performance described
under each Domain at the culmination of an educators cycle. A summative rating for each domain based on evidence and all rating must
be recorded in the state approved technology platform.
I=Ineffective, D=Developing, A=Accomplished, E=Exemplary
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Rating Overall Student Growth The overall Student Growth Rating is a result of a combination of professional judgment and the district-developed instrument for summative student growth ratings. The designed instrument aids the supervisor in applying professional judgment to multiple evidences of student growth over time. The overall Student Growth Rating must include data from SGG and MSGP (when available), and will be considered up to three years (when available). SGG and MSGP (when available) will be used to determine overall Student Growth Rating. Up to three years of student growth data (when available) will be used to determine the overall student growth rating by each rating receiving a numerical weighting.
The overall student growth rating will be determined by each rating receiving a numerical weighting:
LOW = 1
EXPECTED = 2
HIGH = 3
Each year’s rating (up to three years) will be combined through averaging. The average of all SGG ratings will result in an overall student
growth rating as follows:
Example: Year #1 High =3 Year #2 Low = 1 3+1= 4 4/2 = 2 Overall SGG= Expected
LOW = 1.0 – 1.49 EXPECTED = 1.5 – 2.49 HIGH = 2.5 – 3.0
STATE
• MSGPs • State Predefined Cut
Scores LOCAL
• SGG • Maintain current process • Rate on H/E/L
STU
DEN
T
GR
OW
TH
STUDENT GROWTH RATING
STUDENT GROWTH [H,E,L]
SOURCES OF EVIDENCE TO INFORM
STUDENT GROWTH
PROFESSIONAL
JUDGMENT
AND DISTRICT-
DETERMINED
RUBRICS
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Determining the Overall Performance Category An educator’s Overall Performance Category is determined using the following steps: Determine the individual domain ratings through the use of sources of evidence and professional judgment. Apply State Decision Rules for determining an Educator’s Professional Practice Rating. Apply State Decisions Rules for determining an educator’s Overall Performance Category. Supervisors are responsible for determining an Overall Performance Category for each teacher at the conclusion of the summative evaluation year. The Overall Performance Category is informed by the educator’s ratings on professional practice and student growth. The evaluator determines the Overall Performance Category based on professional judgment informed by evidence that demonstrates the educator's performance against the Domains, 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.
Apply State Overall Decision Rules for determining educator’s Overall Performance Category.
All summative ratings must be recorded in the state department approved technology platform.
CRITERIA FOR DETERMINING A TEACHER’S OR OTHER
PROFESSIONAL’S OVERALL PERFORMANCE CATEGORY
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Professional Growth Plan and Summative Cycle Matrix Based on the overall Professional Practice rating and Student Growth rating, the type of Professional Growth Plan and the length of the summative cycle will be determined using the chart below.
APPEALS PROCESS The appeals process is uniform for all district certified employees. The appeal process is outlined on pages 37-42 of this document.
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Professional Growth and Effectiveness System –
Principal and Assistant Principal The vision for the Professional Growth and Effectiveness System (PGES) is to have every school led by an effective
principal. The goal is to create a fair and equitable system to measure principal effectiveness and act as a catalyst for
professional growth.
Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment
based on this evidence when evaluating a principal. The role of evidence and professional judgment in the determination of
ratings on standards and an overall rating is paramount in this process. However, professional judgment must be grounded
in a common framework: the Principal Performance Standards.
Administrators
Administrations who are participating in a required internship shall follow all rules and regulations as set forth by the Beginning
Principal Internship Program 704 KAR 20:320 and when applicable in the Evaluation Guidelines 704 KAR: 3:345 and KRS
161:027. All other administrators will be evaluated annually. Administrators receive summative evaluations annually. An
individual growth plan will be developed and reviewed annually. This plan may be enrichment or an improvement plan, based
on the performance rating of the formal evaluation and/or other formative data. The summative evaluation for administrators
will be completed by May 1st. A copy of the summative evaluation report will be given to the administrator. The summative
evaluation report will be placed in the administrator’s official personnel file in the Central Office. Summative evaluation will be
housed in the state department approved technology platform. All principals and assistant principals will participate in self-
reflection and professional growth planning each year.
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24
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PRINCIPAL PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM COMPONENTS OVERVIEW AND SUMMATIVE MODEL The following graphic outlines the summative model for the Principal Professional Growth and Effectiveness System.
Evaluators will look for trends and patterns in practice across multiple types of evidence and apply their professional judgment
based on this evidence when evaluating a principal. The role of evidence and professional judgment in the determination of
ratings on standards and an overall rating is paramount in this process. However, professional judgment must be grounded
in the common framework: the Principal Performance Standards.
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Principal Performance Standards The Principal Performance Standards are designed to support student achievement and professional best-practice through the standards of Instructional Leadership; School Climate; Human Resource Management; Organizational Management; Communication & Community Relations; and Professionalism. Included in the Performance Standards are Performance Indicators that provide examples of observable, tangible behaviors that provide evidence of each standard. The Performance Standards provide the structure for feedback for continuous improvement through individual goals that target professional growth, thus supporting overall student achievement and school improvement. Evidence supporting a principal’s or assistant principal’s professional practice will be situated within one or more of the six standards. Performance will be rated for each standard according to the four performance levels: Ineffective, Developing, Accomplished, and Exemplary. It is projected that most principals or assistant principals will maintain an Accomplished rating, but will occasionally have exemplary performance on standards at any given time. The summative rating will be a holistic representation of performance, combining data from multiple sources of evidence across each standard.
The use of professional judgment based on multiple sources of evidence promotes a more holistic and comprehensive analysis of practice, rather than over-reliance on one individual data point or rote calculation of practice based on predetermined formulas. Evaluators will also take into account how principals respond to or apply additional supports and resources designed to promote student learning, as well as their own professional growth and development. Finally, professional judgment gives evaluators the flexibility to account for a wide variety of factors related to individual principal performance. These factors may include school-specific priorities that may drive practice in one standard, an educator’s number of goals, experience level and/or leadership opportunities. Contextual variables may also impact the learning environment, such as unanticipated outside events or traumas.
Evaluators must use the following categories of evidence in determining overall ratings: Professional Growth Planning and Self-Reflection
Site-Visits
Val-ED 360°
Working Conditions Goal
State and Local Student Growth Goal data
Evaluators may use the following products of practice and evidence in determining overall ratings. Evidence may include information from the list below but is not limited to only the artifacts listed:
SBDM Minutes Faculty Meeting Agendas and Minute Department/Grade Level Agendas and Minutes PLC Agendas and Minutes or products Leadership Team Agendas and Minutes Instructional Round/Walk-through documentation Budgets EILA/Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement surveys Parent/Community engagement events documentation School schedules Committee Agendas and minutes Program Review Documentation Other relevant evidence
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Professional Practice The following sections provide a detailed overview of the various sources of evidence used to inform Professional Practice Ratings.
Professional Growth Planning and Self-Reflection Completed by principals & assistant principals The Professional Growth Plan will address realistic, focused, and measurable professional goals. The plan will connect data from multiple sources including site-visit conferences, data on student growth and achievement, and professional growth needs identified through self-assessment and reflection. Self-reflection improves principal practice through ongoing, careful consideration of the impact of leadership practice on student growth and achievement.
All principals will participate in self-reflection and professional growth planning each year.
All assistant principals will participate in self-reflection and professional growth planning each year.
Superintendent reviews expectations of PPGES within the first 30 days of employment. A self-reflection and professional growth plan must be completed and approved by the superintendent or designee by October 1st annually. In addition, any principal or assistant principal hired after September 1st will have 30 working days to complete and receive approval by the superintendent or designee on their self-reflection and professional growth plan. The superintendent designee will monitor the self-reflection and professional growth plan. The Professional Growth Plan must be completed and approved by the superintendent or designee by Oct 1st. The Principal/Assistant Principal collaboratively develops Student Growth Goal, Working Conditions Goal and Professional Growth Goal/Plan. By May 1st, an end of the year conference will be conducted with principal/assistant principal to review their Student Growth Goal, Working Condition Goal, and Professional Growth Goal as well as modify any strategies.
Principals and Assistant Principals will submit their Professional Growth Goal and Professional Growth Plan to superintendent by Oct 1st annually. Principal and Assistant Principals late hires will submit their Self-reflection and Professional Growth Plans within 30 working days of reporting for work.
Late hires will be addressed using the same timelines stated above.
Principal/ Assistant principals will submit their self-reflection and professional growth plans on a district approved form.
At a minimum the progress toward meeting the professional growth plan will be monitored during each site visit conducted by the superintendent/designee. Additional monitoring protocols may be put in place if the principal is not progressing adequately.
It is the responsibility of the building level principal to monitor and track the attainment of the assistant principal.
Site-Visits – completed by supervisor of principal – formal site visits are not required for assistant principals
Site visits are a method by which the superintendent may gain insight into the principal’s practice in relation to the standards. During a site visit, the superintendent will discuss various aspects of the job with the principal, and will use the principal’s responses to determine issues to further explore with the faculty and staff. Additionally, the principal may explain the successes and trials the school community has experienced in relation to school improvement.
Two formal site visits will be conducted for each building principal by the superintendent or the designee per year. The first site visit will be completed by January 1st. The second site visit will be completed by May 1st. The post conference is to be done in person and must be completed within five working days after the site visit. The superintendent may add site visits as needed. If a principal or assistant principal is hired after November 15th, the superintendent or designee will establish a timeline to conduct two site visits by May 1st timeline.
During the post conference with the principal, the superintendent will review all Principal Performance Standards and give feedback about each standard. The principal may share other forms of evidence connecting practices to the standards.
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Following each site visit a post observation conference must be conducted within five working days. During this post conference the following topics must be addressed if available
o Self-Reflection o PGP Progress o SGG Progress o Working Conditions Goal Progress o Evidences relevant to the 6 principal standards o TELL and/or Val-ED results
Any administrator hired after January 1st will still be required to have two formal site visits completed. Evidences from site visits may be recorded on district approved forms/documents.
Val-ED 360° - completed for principals – not completed for assistant principals
The VAL-ED 360° is an assessment that provides feedback on a principal’s learning-centered behaviors by using input from the principal, his/her supervisor, and teachers. All teachers will participate in the Val-ED 360°. The results of the survey will be included as a source of data to inform each principal’s professional practice rating.
The Val-ED will be conducted at least once every two years in the school year that TELL Kentucky is not administered. The District Val-ED 360 Point-of-Contact is the superintendent designee who will also ensure the district meets the ethics requirements for the survey. The survey will be given every other year. If a principal or assistant principal is hired after November 15th, the Val-ED will be administered in the spring.
Principals will refer to the crosswalk between VAL-ED Core Components and Key Processes and the Principal Performance Standards. This will help them identify the performance standards in which he/she needs to grow and will be used as a data source in the development of the Principal Professional Growth Plan. Val-ED survey results will be treated as confidential and only the principal, the superintendent or designee, and the district point of contact will receive the survey results.
Val-ED 360° will be used as a formative piece of evidence that will provide data for the administration to use in self-reflection, goal setting, and monitoring improvement/declines. Val-ED survey results will be treated as confidential and only the principal, the superintendent or designee, and the district point of contact will receive the survey results.
A principal who is hired must be in position for at least 60 working days in order to have the Val-Ed survey completed.
Working Conditions Goal (Goal inherited by Assistant Principal)
Principals are responsible for setting a two-year Working Conditions Growth Goal based on the most recent TELL Kentucky Survey. The principal’s effort to accomplish the Working Conditions Growth Goal is a powerful way to enhance professional performance and, in turn, positively impact school culture and student success.
Developed following the completion of the TELL Kentucky Survey.
Minimum of one two-year goal. The principal, in collaboration with the superintendent/designee, will review the results from the TELL Kentucky Survey. Principals will set one 2-year Working Conditions Goal that is based on information in the most recent TELL Kentucky Survey and any additional relevant data which might include VAL-ED surveys, school level documentation, etc.
1. The principal will identify a Tell Survey question or questions that indicate a need for growth based on their analysis
of survey results. 2. The Principal will develop a Working Conditions Growth Goal statement that will identify a measurable target that
the principal will set and will be addressed during the next two school years. 3. Once the goal has been completed the administrator must complete a rubric outlining percentages representing
low, expected, and high growth using the rubric below.
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Working Conditions Goal
GOAL: Be sure to include the main question of focus, what your current percentage is, and what you want your resulting percentage to be.
Working Conditions Goal Rubric
Goal Low Growth Expected Growth High Growth
____ %
Below ____ %
___% - ___ %
Above____ %
4. The administrator will complete an action plan that outlines specific steps and processes that will be implemented in
working toward reaching the goal. This must be submitted to the superintendent/designee for approval. 5. Progress of working condition goal will be addressed in each site visit conference. Principal should be prepared with
formative data to show how he/she is progressing toward goal attainment. Principals may take into consideration feedback from their Val-ED surveys as well as other local surveys administered through the school’s council, PTA, etc. However, the final goal must be rooted and reflect specifically on the TELL survey.
6. The final step is to complete the action plan that will prioritize the steps the principal will take to accomplish the established goal.
7. Reflection and modification of the strategies will be ongoing when needed. During the midpoint review, principals can choose from one of the following: Engage staff in informal conversations that provide feedback on the progress of meeting the WCG or conduct a sample survey using identified questions from TELL (3-5) as an interim measure of growth. Principal will use results to determine if growth has occurred according to the WCG. Principal may also conduct additional electronic surveys or handwritten feedback to measure growth. All evidence of the Working Conditions Goal will be documented on the district approved form.
Products of Practice/Other Sources of Evidence Principals/Assistant principals may provide additional evidences to support assessment of their own professional practice. These evidences should yield information related to the principal’s/assistant principal’s practice within the standards.
SBDM Minutes Faculty Meeting Agendas and Minute Department/Grade Level Agendas and Minutes PLC Agendas and Minutes or products Leadership Team Agendas and Minutes Instructional Round/Walk-through documentation Budgets EILA/Professional Learning experience documentation Surveys Professional Organization memberships Parent/Community engagement surveys Parent/Community engagement events documentation School schedules Committee Agendas and minutes School web pages
School Plans such as 30/60/90, assist, program reviews, etc State Assessment data Local benchmark data Additional sources deemed relevant
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Student Growth The following sections provide a detailed overview of the various sources of evidence used to inform Student Growth Ratings. At least one of the Student Growth Goals set by the principal must address gap populations. Assistant principals will inherit the SGG (both state and local contributions) of the Principal.
State Contribution – ASSIST/Next Generation Learners (NGL) Goal Based on Trajectory
(Goal inherited by Assistant Principal) Principals are responsible for setting at least one Student Growth Goal that is tied directly to the Comprehensive School Improvement Plan located in ASSIST. The superintendent and the principal will meet to discuss the trajectory for the goal and to establish the year’s goal that will help reach the long-term trajectory target. New goals are identified each year based on the ASSIST goals. The goal should be customized for the school year with the intent of helping improve student achievement and reaching the long term goals through on-going improvement.
Required:
Selection based on ASSIST/NGL trajectory.
Based on Gap population unless local goal is based on Gap population.
If the school does not receive state level data, the principal will construct two local student growth goals.
The State Contribution is derived from Growth Goals developed around one of the interim targets housed in ASSIST. The Kentucky Board of Education has established that each school, based on the grade-levels served, must address particular student growth goals and objectives; for all four levels—elementary, middle, and high schools—those goals/objectives are:
Decreasing achievement gaps between disaggregated groups of students
Increasing the average combined reading and math K-PREP scores Middle and High Schools must also address:
Increasing the percentage of College and Career Ready students
Increasing the average percentage of freshman graduation
Principals will locate these ASSIST goals and objectives in their School Report Card. They will select one (1) of the grade-level appropriate goals to use as the State contribution of their Student Growth Goal. The goal statements are already set by KBE with a 2017 trajectory.
The principal will then collaborate with the superintendent to determine what percentage of the overall trajectory will be targeted for student growth during the CURRENT school year. For example, if the original goal and trajectory is to decrease the achievement gap from a 2012 percentage of 45 to 15 percent by 2017, the principal and superintendent may decide to simply divide the 30 percent difference evenly and set an objective of decreasing the achievement gap in the 2015-2016 school year by 6 percent. Or, the decision might be made to be more aggressive initially and set the objective percentage at 10 percent.
The principal and superintendent must then agree to the specific strategies the principal will implement to reach the objective percentage. It is critical to remember that these are strategies which the PRINCIPAL HIMSELF/HERSELF will implement—not statements of what teachers or others will do. Those strategies have already been addressed in the original CSIP document.
Principals will develop a minimum of one state student growth goal based on school need that may be developed to parallel the Local
Contribution or it may be developed with a different focus. The goal should be:
based on actions that can be taken by the principal to impact results as opposed to actions that can be assigned by the principal to teachers
connected to other school/district initiatives where appropriate
If a principal does not have state assessment contributions then he/she will write two local goals.
Rubric for Determining High, Expected or Low Growth with State SGG
Determining the high, expected, or low growth for the principal’s student growth goals will be based on the following information: (See
Chart at top of page 31)
High: Reaching or exceeding 3% increase of the current P/D calculation of the student growth goal
Expected Growth: Growth that is 1 to 2 % increase of the current P/D calculation of the student growth goal
Low: Growth that is less than 1% increase of the current P/D calculation of the student growth goal.
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For example:
if our current proficiency/distinguished percentage for our gap population was at 56%
The state trajectory data shows that it should be at 59% at the end of this year
These two data points would provide the basis for the rubric.
Example of H,E,L Growth (If Trajectory Target was to move from 57.4% P/D to 59% P/D)
Low Expected High
Less than 57.4% 57.5% to 58% Greater than 58.4%
This would indicate that the principal did
not even make it half way to the
trajectory goal.
This would indicate the principal made it
more than half way, but did not reach the
trajectory goal.
This would indicate that the principal
reached or exceeded the trajectory goal.
Local Contribution – Based on School Need (Goal inherited by Assistant Principal)
The local goal for student growth should be based on school need. It may be developed to parallel the State Contribution or it may be developed with a different focus. Required: (Based on gap population unless State goal is based on Gap population.)
Principals will develop a minimum of one local student growth goal based on school need that may be developed to parallel the State Contribution or it may be developed with a different focus. If a principal does NOT have state data then he/she must develop 2 local student growth goals. The goal should be:
based on actions that can be taken by the principal to impact results as opposed to actions that can be assigned by the principal to teachers
connected to other school/district initiatives where appropriate The following chart will be completed by the principal and submitted along with the creation of their local student growth goal for approval. An “open rubric” is provided to encompass various scenarios for writing goals. Examples: Principal my write in perspective of increasing proficiency, reduction in novice, increase in distinguished, etc.
PRINCIPAL LOCAL STUDENT GROWTH GOAL
GOAL:
Principal Local Student Growth Goal
Student Growth Goal Low Growth Expected Growth High Growth
____ %
Below ____ %
___% - ___ %
Above____ %
**In an instance where the supervisor provides a rating that is not consistent with the chart; rational shall be written and approved at the district level. Overall Growth Rating
H LOCAL E L
L E H
STATE
E E H E E E L E E
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Determining the Overall Performance Category
Superintendents are responsible for determining an Overall Performance Category for each principal at the conclusion of their summative evaluation year. The Overall Performance Category is informed by the principal’s ratings on professional practice and student growth.
Rating Overall Professional Practice
The evaluator is responsible for determining an Overall Performance Category for each principal at the conclusion of their summative evaluation year. The Overall Performance Category is informed by the principal’s ratings on professional practice. The decision rules will be used to determine an overall rating. All ratings will be recorded in state department-approved technology platform by May 1st.
A principal’s/assistant principal’s Overall Performance Category is determined by the evaluator based on the principal’s ratings on each standard, as well as student growth. Using the sources of evidence for principals/assistant principals, evaluators will use professional judgment to determine a rating for each standard. Next, the evaluator will use the following decision rules for determining the Professional Practice Category:
Determining Professional Practice Apply the state decision rules for determining an Overall Practice Rating.
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Rating Overall Student Growth Overall Student Growth Rating results from a combination of professional judgment and the district-developed instrument. The instrument is designed to aid the evaluator in applying professional judgment to multiple evidences of student growth over time. Student growth ratings must include data from both the local and state contributions.
Determine the rating using both state and local growth.
Determine the rating using up to 3 years of data (when available).
Record ratings in state department-approved technology platform.
Student Growth Ratings for One Year of Data The local and state SGG will be of equal weight. Each rating will coincide with a numerical value. High=3 Expected=2 Low=1
*In the instance a principal does not have a state but has two local goals; each goal will be weighted equally and will follow the same process below.
*In an instance that a principal has more than two goals then each of them will have equal weight. They will follow the same protocol of being converted to numerical values, averaged, and applied to the rating chart below.
Example: If a principal gets a high rating on state growth goal and gets a low rating on local student growth data these two points would be averaged. High(3) + Low(1) = 4 divide this by two and the resulting score for this school year is a 2
You will apply this average to the chart below.
Scale Rating
2.5-3.0 High
1.5-2.49 Expected
1.0-1.49 Low
Student Growth Ratings for Multiple Years of Data As principals compile multiple years of data they will combine these (up to three years) to obtain their overall rating. Each year will be weighted equally, the ratings will be converted to numerical values, averaged, and applied to the rating chart below. Example: In 2013-2014 the principal’s overall student growth rating for the year was EXPECTED (2) In 2014-2015 the principal’s overall student growth rating for the year was LOW(1) and Expected (2) + Low (1) = 3 Since this is two years of data we will divide by two for a resulting score of 1.5 Applied to the chart below, the principal will receive an overall student growth rating of EXPECTED You will apply this average to the chart below.
Scale Rating
2.5-3.0 High
1.5-2.49 Expected
1.0-1.49 Low
Record ratings in the state department approved technology platform.
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Overall Growth Rating
H Local E L
L E H
State Determining the Overall Performance Category A principal’s/assistant principal’s Overall Performance Category is determined by the evaluator based on the principal’s ratings on Professional Practice and Student Growth. Next, the evaluator will use the following decision rules for determining the Overall Performance Category. All summative ratings must be recorded in the state department-approved technology platform.
E E H E E E L E E
CRITERIA FOR DETERMINING A PRINCIPAL’S
OVERALL PERFORMANCE CATEGORY
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Professional Growth Plan and Summative Cycle Based on the overall Professional Practice rating and Student Growth rating, supervisors will determine the type of Professional Growth Plan required of the principal.
STUDENT GROWTH RATING
APPEALS PROCESS
The appeals process is uniform for all district certified employees. The appeal process is outlined on pages 37-42 of this
document.
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Calloway County Schools Other District Certified Personnel Evaluation
PURPOSE: The purposes of the evaluation system shall be to: improve instruction, provide a measure of performance accountability to citizens,
foster professional growth, and support individual personnel decisions. Evaluation of all other district certified positions that are not included in the
PGES process this year, will continue utilizing the standards and instruments from 14-15 Certified Evaluation Plan. The Professional Growth Plan and
Summative Form are included in the appendix.
All certified positions listed as “other district” in roles and definitions in the administrator section will be listed and forms will follow as developed during 14-15 school year.
NOTIFICATION: All immediate supervisors shall explain to and discuss with all certified school personnel the criteria on which they will be evaluated no later than the first thirty (30) calendar days of reporting for employment each school year. The Superintendent shall explain to and discuss with all administrators the criteria on which they will be evaluated no later than the first thirty calendar days of reporting for employment each year.
EVALUATION CYCLE: Other district certified administrator will be evaluated annually. The summative evaluation form will be placed in the employee’s official personnel file. The summative evaluation cycle will be completed by May 1st in the final year of the summative cycle. All administrators will be evaluated annually and a copy of the summative evaluation form will be placed in the employee’s official personnel file.
OBSERVATIONS: All observations must be conducted openly, and data/information collected during formative phase of the process must be
made with the full awareness of the individual being evaluated. Written notice shall be given to the certified employee if information or data is gathered outside the formal process. Post conferences will offer the supervisor opportunities to discuss the professional practice situation, to give guidance and encouragement and to provide specific recommendations for improvement. If a summative evaluation instrument is marked unsatisfactory on any one or more standard or if an immediate change is required in administrator’s behavior or practice, a Corrective Action Plan must be developed. Steps in the corrective action process include: Within five (5) working days of the observation, the superintendent and evaluatee shall meet and discuss the standard(s) for which the evaluatee was marked unsatisfactory. During this meeting, recommendations for improvement, specific actions for correcting the deficiencies, and a time frame for future observations and meetings shall be developed. Immediately following observation of an incident or occurrence that requires an immediate change in professional practice or behavior, the superintendent or designee and evaluatee shall meet and discuss the behavior or performance in need of immediate change. During this meeting, recommendations for improvement, specific actions for correcting the deficiencies, and a time frame for correcting the problem shall be developed. A summative evaluation shall be conducted each year until the identified deficiency has been corrected. In addition, the evaluator will inform the evaluatee that he/she may submit a written response and/or file an appeal with the District Appeals Committee.
PROFESSIONAL GROWTH PLAN: A Professional Growth Plan is an integral component of the evaluation system. The Growth Plan shall be developed jointly by the evaluator and the evaluatee and must be aligned with the school/district improvement plan. The Growth Plan must be developed, approved and reviewed annually. The Activities may include, but may not be limited to workshops, visits to other classrooms and schools, consultation with resource teachers and instructional supervisors, and review of relevant literature. It is expected that every formative and summative conference include a discussion of the Professional Growth Plan. During the Professional Growth Plan conference, all formal and informal data gathered throughout the year will be considered in the development of the evaluatee’s Professional Growth Plan. Any needed revisions shall be made during the discussion or at any other time deemed appropriate. The Professional Growth Plan must be written by Oct 1st and evaluated by May 1st. All certified staff members below the level of the district superintendent will review and evaluate Professional Growth Plans, at the minimum, annually.
Evaluated Individual Professional Growth Plans will be placed in the employee’s official personnel file. TRAINING: At the onset of each school year, the district shall conduct the training of designated personnel who will facilitate the evaluative process for employees under his/her jurisdiction. Training shall: (a) Include skill development in the use of the local evaluation process. (b) Include skill development in the identification of effective teaching and management practices, effective observation and conferencing techniques, establishing and assisting with certified employee professional growth plan, and summative evaluation techniques relative to the academic expectations in 703 KAR 4:060. This training shall be conducted by a provider who has been approved by the Kentucky Department of Education as a trainer for the Instructional Leadership Improvement Program; (c) be provided by the Kentucky Department of Education for all new administrators who are designated as evaluators. Other administrators who have not received training in the skill areas listed in paragraph (b) of this subsection may participate also; and (d) be approved as a part of the evaluation plan and procedures submitted to the Kentucky Department of Education.
REVIEW: All employees shall be afforded an opportunity for a review of their evaluations. All written evaluations shall be discussed with the
evaluatee, and he/she shall have the opportunity to attach a written statement to the evaluation instrument. Both the evaluator and evaluatee shall sign and date the evaluation instrument. All evaluations shall be maintained in the employee's personnel file.
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Contents of Official Personnel File: The summative evaluation reports, along with any written responses made by the evaluatee, will become
a part of the evaluatee’s official personnel file. A copy of the evaluation is provided to evaluatee.
APPEALS PROCESS: The appeals process is uniform for all district certified employees. The appeal process is outlined on pages 37-42 of
this document.
CERTIFIED EVALUATION APPEALS PROCESS & PROCEDURES
Any certified employee who believes that he/she was not fairly evaluated on the summative evaluation may appeal to the panel within ten (10) working days of the receipt of the summative evaluation to request an appeals hearing. The appeal shall be in writing and signed on the Appeals Panel Hearing Request form prescribed by the superintendent.
APPEALS PANEL An Appeals Panel shall be established in accordance with KRS Chapter 156.557 and 704 KAR 3:345. This panel shall determine if the evaluation process and guidelines have been followed according to the District’s evaluation plan and to ascertain whether the content of the summative evaluation is substantially correct or incorrect. The Board of Education shall appoint one certified employee and one alternate certified employee to the panel. The chairperson of the panel shall be the certified employee elected by the panel from its membership. Two members of the panel shall be elected by and from the certified employees of the district. Two alternates shall also be elected by and from the certified employees, to serve in the event an elected member cannot serve. Each certified employee has the right to be nominated and to vote in the process. Of those certified employees on the ballot, the two (2) people receiving the highest number of votes from all certified staff will be the elected members of the Appeals Panel with the persons being third (3) and fourth (4) serving as alternates. If it is not possible to establish a panel, due to conflicts of interest, a special election for elected positions will be held in a timely manner. All terms of panel members and alternates shall be for two (2) years and run from July 1 to June 30. Members may be reappointed or reelected. No Panel member shall serve on any Appeal Panel for which she/he was the evaluator. A Panel Member shall not hear an appeal filed by his/her immediate supervisor. Panel Members with immediate family and friendship ties to either appealing party shall request to be replaced by an alternate Panel Member. Whenever a Panel Member or a Panel Member’s immediate family appeals to the Panel, the member shall not serve on the Panel. Immediate family shall include father, mother, brother, sister, husband, wife, son, daughter, uncle, aunt, nephew, niece, grandparent and corresponding in-laws.
APPEALS PROCESS Pursuant to Board Policy 03.18, any certified employee who believes that s/he was not fairly evaluated on the summative evaluation may appeal to the Evaluation Appeals Panel within ten (10) working days of the receipt of the summative evaluation. The certified employee may review any evaluation material related to him/her. Both the evaluator and the evaluatee shall be given the opportunity to review documents to be given to the hearing committee reasonably in advance of the hearing and may have representation of their choosing. The appeal shall be signed and in writing on a form prescribed by the Superintendent.
The burden of proof that an employee was not fairly and/or correctly evaluated on the summative evaluation rests with the employee who appeals to the Panel. The Appeal must be in accordance with the following procedures:
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Evaluation Appeal Hearing The purpose of an appeals hearing is to determine if the evaluation plan process and guidelines have been followed and to ascertain whether the content of the summative evaluation is substantially correct or incorrect.
1. Both the evaluatee and evaluator shall submit four (4) copies of the current evaluation documentation ten (10) days before the hearing date. The certified employee appealing to the panel has the burden of proof. The evaluator may respond to any statements made by the employee and may present written records that support the summative evaluation. Both parties will be able to review all documentation submitted reasonably in advance. Copies of the documentation will be available to both parties at the hearing
2. The panel will meet, review all documents, discuss and prepare questions to be asked of each party by the chair. The
documentation shall be reviewed by the appeals panel in the presence of all three (3) members. The members of the appeals committee will be the only persons to review the documentation. All documentation that is presented to the panel will be locked in a secure place in the central office except during appeals panel meetings. Confidentiality will be maintained. Additional questions may be posed by the panel members during the hearing. Release time will be given to panel members to prepare for the hearing.
3. The Panel will set the time and place for the hearing, and the Chairperson will provide written notification to the appealing
employee and his/her evaluator of the date, time, and place to appear before the Panel to answer questions and respond to the appeal from the panel.
4. The evaluatee’s and evaluator’s legal counsel and/or chosen representative may be present during the hearing. The board will provide legal counsel for the panel if requested.
5. For official records the hearing will be audio taped and a copy provided to the parties, if requested in writing. This request
should be made to the superintendent after the panel has submitted their recommendation. All parties will be asked to sign an audio permission form.
6. Only panel members, the evaluatee, evaluator, and legal counsel will be present at the hearing.
7. Witnesses may be presented, but will be called in one at a time and will not be allowed to observe the proceedings. The
names of the evaluatee’s chosen representative and witnesses should be submitted to the chair of the panel two (2) days before the hearing.
8. The panel will deliberate and issue its written findings within fifteen (15) working days from the date the appeal was filed.
9. The decision of the panel may include, but not limited to, upholding all parts of the evaluation, voiding the appeal or parts of
it, directing another evaluator to observe, directing the summative be removed from the personnel file and a copy of written findings from the panel be placed in the file.
10. Three (3) copies of the written findings and decision along with all documentation will be presented to the superintendent for
appropriate action. The evaluatee and the evaluator will be notified by the panel when the findings and decision will be submitted to the superintendent so they may pick up their copies.
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APPEALS HEARING 1. The Chair of the Appeals Panel will convene the hearing, review procedures, and clarify the Panel’s responsibilities within
ten working days of the date the appeal was filed.
2. Each party will be allowed to make an opening statement of claim. The evaluatee will begin.
3. Witnesses for each will be called and questioned by the panel members.
4. The evaluatee may present relevant evidence in support of the appeal.
5. The evaluator may present evidence in support of the summative evaluation.
6. The panel shall consider both substantive and procedural issues.
7. Only the Panel may question the evaluatee, evaluator and any witnesses.
8. The Chair may disallow materials and/or information to be presented or used in the hearing when s/he determines that such materials and/or information is not relevant to the appeal or when the materials were not exchanged between the parties as provided in this procedure.
9. Each party (evaluator and evaluatee) will be asked to make closing remarks.
10. The chair of the Panel will make closing remarks.
11. The decision of the Panel, after sufficiently reviewing all evidence, may include, but not be limited to, the following:
a. Upholding all parts of the original evaluation.
b. Voiding the original evaluation or parts of it.
c. Ordering a new evaluation by a second certified employee who shall be a trained evaluator.
12. The chair of the Panel shall present the Panel’s decision to the evaluatee, evaluator, and the Superintendent within fifteen (15) working days from the date the appeal is filed.
13. The Superintendent shall receive the panel's decision and shall take such action as permitted by law as s/he deems appropriate or necessary. The Superintendent may hold hearings and/or order a new evaluation by a second certified evaluator as necessary.
14. The Panel’s decision and the original summative evaluation form shall be placed in the employee’s evaluation file. In the case of a new evaluation, both evaluations shall be included in the employee’s personnel file.
According to 156.557 Section 9: (1) A certified employee who feels that the local district is not properly implementing the evaluation plan according to the way it was approved
by the Kentucky Department of Education shall have the opportunity to appeal to the Kentucky Board of Education. (2) The appeal procedures shall be as follows: (a) The Kentucky Board of Education shall appoint a committee of three (3) state board members to serve on the State Evaluation Appeals Panel. Its jurisdiction shall be limited to procedural matters already addressed by the local appeals panel required by KRS 156.557(5). The panel shall not have jurisdiction relative to a complaint involving the professional judgmental conclusion of an evaluation, and the panel's review shall be limited to the record of proceedings at the local district level. (b) No later than thirty (30) days after the final action or decision at the local district level, the certified employee may submit a written request to the chief state school officer for a review before the State Evaluation Appeals Panel. An appeal not filed in a timely manner shall not be considered. A specific description of the complaint and grounds for appeal shall be submitted with this request. (c) A brief, written statement, & other document which a party wants considered by the State Evaluation Appeals Panel shall be filed with the panel and served on the opposing party at least twenty (20) days prior to the scheduled review. (d) A decision of the appeals panel shall be rendered within fifteen (15) working days after the review. (e) A determination of noncompliance shall render the evaluation void, and the employee shall have the right to be reevaluated. (11 Ky.R. 1107; Am. 1268; eff. 3-12-85; 12 Ky.R. 1638; 1837; eff. 6-10-86; 15 Ky.R. 1561; 1849; eff. 3-23-89; 17 Ky.R. 116; eff. 9-13-90; 19 Ky.R. 515; 947; 1081; eff. 11-9-92; 20 Ky.R. 845; eff. 12-6-93; 23 Ky.R. 2277; 2732; eff. 1-9-97; 27 Ky.R. 1874; 2778; eff. 4-9-2001.)
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CALLOWAY COUNTY SCHOOLS APPEALS PANEL HEARING REQUEST FORM I, _____________________________________________________, have been evaluated by
_______________________________________ during the current evaluative cycle. My disagreement with the findings of
the summative has been thoroughly discussed with my evaluator.
I respectfully request the Calloway County School District Evaluation Appeals Panel to hear my appeal. This appeal
challenges the summative findings on (check one of the following):
_____ Substance _____ Procedure _____ Both Substance & Procedure
What specifically do you object to or why do you feel you were not fairly evaluated?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_______________________
If additional space is needed, please attach an extra sheet.
Signature Date Date of Summative conference _________________________________ Date evaluator notified of intent to appeal _________________________ ________________________________ ____________________________ Signature of Evaluator Date This form shall be presented in person or by mail to appointed chair of the appeals panel within ten (10) working instructional days of completion of the summative conference.
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PRELIMINARY HEARING
Date: _______________ Time: _______________ PURPOSE The purpose of the preliminary hearing is to exchange documents and establish hearing procedures. The following information will be provided to the Panel by the evaluatee and the evaluator at this time:
Documentation to be presented at the hearing-- four (4) copies
The name of their chosen representative / counsel (if any)--restricted to one (1)
Witnesses to be called (if any) The chairperson will explain the procedure for the hearing and any necessary timeline to be followed. The hearing is a personnel matter and closed to the public. Witnesses that are called will not be allowed to observe the hearing process other than during their testimony. The Board of Education shall provide legal counsel to the Panel, if requested.
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CALLOWAY COUNTY SCHOOLS APPEALS PANEL
REPORT OF FINDINGS
Evaluatee: Representative: Evaluator (s): Representative: Panel Members: Preliminary Hearing: Hearing Date: Findings:
a. Uphold the original evaluation b. Order a new evaluation by a second party. c. Amend any or all of the summative evaluation the Panel finds in error.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ The Local District Appeals Panel has carefully reviewed the information presented and in our best professional judgment we believe our findings to be accurate. Signed: ________________________________ Date: ________________________
_________________________________
_________________________________
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Left Blank
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Calloway County Schools Student Growth Goal (SGG) Rubric (see page 16) S.M.A.R.T. STRUCTURE OF THE STUDENT GROWTH GOAL
‘SPECIFIC’ ACCEPTABLE NEEDS REVISION INSUFFICIENT Does the SGG focus on a specific area of need based on an enduring skill or understanding/overarching goal?
Identifies an area of need pertaining to current students’ abilities
Includes growth and proficiency targets that establish and differentiate expected performance for ALL students (e.g. Spec. Ed, GT, ELL etc.)
Identifies a specific area of need, but lacks supporting data for current students
Includes both a growth target and a proficiency target, but fails to differentiate expected performance for one or both targets
Is not focused on a specific area of need Includes only a growth or a proficiency target
‘MEASURABLE’ ACCEPTABLE NEEDS REVISION INSUFFICIENT
Is an appropriate measure selected to assess the goal?
Uses appropriate measures for base-line, mid-course, and end of year/course data collection. Is anchored in baseline data and Identifies multiple measures that demonstrate where students are in meeting or exceeding the intent of the standard(s) being assessed
Uses measures that fail to clearly demonstrate performance for the identified skill. Only allows students to demonstrate competency of part, but not all aspects of the standards being assessed.
Uses no baseline data or uses irrelevant data. Does not assess the level of competency intended in the standards
‘APPROPRIATE’ ACCEPTABLE NEEDS REVISION INSUFFICIENT
Appropriate/Attainable Is the SGG rigorous, realistic, and standards based?
Aligned to KCAS grade level standards (or international, national state, local or industry recognized standards) appropriate for the grade level and content area for which it was developed. Address critical content, enduring skill(s) which students are expected to master necessary for advancement to future coursework
Congruent to content, but not aligned to grade level standards. Focuses on a standards-based skill that does not match enduring skill criteria
Goal is too narrow; focusing on a narrow skill or topic.
Goal is written in a general context and encompasses too much content.
Goal lists multiple enduring skills/overarching goals of adopted state standards
Is not congruent or appropriate for grade level/content area standards
‘RELIABLE’ ACCEPTABLE NEEDS REVISION INSUFFICIENT Is the SGG results-oriented and relevant? Is the data collected comparable across similar classrooms, across the district?
Includes growth and proficiency targets that are rigorous for students, but attainable with support. Rigor is determined by past performance of students, year’s growth, percentage of students who attain the target or other measures. Uses comparable criteria across similar classrooms (classrooms that address the same standards) to determine progress toward mastery of standards/enduring skills
Includes targets that are achievable, but fail to stretch attainability expectations
n/a
Includes targets that do not articulate expectations AND/OR targets are not achievable For similar classrooms, data collected for the student growth goal: does not reflect common criteria used to determine progress
‘TIME-BOUND’ ACCEPTABLE NEEDS REVISION INSUFFICIENT Does the SGG specify an appropriate instructional interval?
Is appropriate for the instructional interval defined and explicitly states year-long/course-long interval of instruction
Specifies less than/more than a year-long/course-long interval of instruction
Fails to specify an interval of instruction
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PRE-OBSERVATION FORM
Teacher/Other Professional Name
Date and Time of Lesson
School
Grade Level/Subject(s)/Topic
Observer Name
# of Students/# of IEP Students
Date of Conference
The questions below must be filled out by the teacher or other professional prior to the observation taking place. This may be completed and submitted to the principal or completed in a face to face pre-conference.
Guiding Questions for Discussion from the Framework for Teaching Domain 1: Planning & Preparation
Notes:
What standards are addressed in this lesson? What is your identified student learning target(s)?
Are instructional activities congruent to the learning targets/standards? Explain.
Will students work in partners, groups, etc.? How were they paired up and why?
Where did you obtain the lesson and how do you know it is reliable resource?
How does this lesson connect to content within your subject? How does lesson offer connection to other content areas?
How do you plan to assess students? How do plan to use the results of the assessment?
Insert additional requests from administrator here.
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TEACHER OR OTHER PROFESSIONAL SUMMATIVE EVALUATION
Teacher/Other Professional
School
Grade Level/Subjects
Observer
Date of Conference
Evaluator’s Summative Observation Rating:
Domain 1: Rating: I D A E
Comments:
Domain 2: Rating: I D A E
Comments:
Domain 3: Rating: I D A E
Comments:
Domain 4: Rating: I D A E
Comments:
OVERALL PROFESSIONAL PRACTICE RATING Rating: I D A E
Comments:
OVERALL STUDENT GROWTH Rating: L E H
Comments:
OVERALL PERFORMANCE RATING I D A E
Evaluatee’s Signature* Date Observer’s/Evaluator’s Signature Date
* *Denotes sharing of results, not necessarily agreement with the summative rating. Appeals shall be made to Chair of the Appeals Panel within ten (10) work days of receipt of this evaluation as described in the Certified Personnel Evaluation Plan.
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Calloway County PPGES Summative Form
Directions: Completed by Superintendent/Designee. Overall Performance Category is based on Professional Practice and accompanying decision rules and Student Growth, both state and local contributions. Once both the overall Professional Practice rating and Student Growth rating have been determined, the Overall Performance Category is achieved using the established Overall Performance Category matrix.
Principal Click here to enter text. School Year: Click here to enter text. School Click here to enter text.
Performance Standard 1: Instructional Leadership Choose a rating
Performance Standard 2: School Climate
Choose a rating
Performance Standard 3: Human Resources Management
Choose a rating
Performance Standard 4: Organizational Management
Choose a rating
Performance Standard 5: Communication and Community
Relations Choose a rating
Performance Standard 6: Professionalism
Choose a rating
Overall Professional Practice Rating: Choose an Overall Professional Practice Rating
State Contributions Local Contribution
Choose a growth rating Choose a growth rating
Overall Growth Rating: Choose an Overall Growth Rating
Overall Performance Category: Choose an Overall Performance Category
PROFESSIONAL
PRACTICE RATING STUDENT GROWTH RATING OVERALL PERFORMANCE CATEGORY
Exemplary High OR Expected EXEMPLARY
Low DEVELOPING
Accomplished
High EXEMPLARY
Expected ACCOMPLISHED
Low DEVELOPING
Developing High ACCOMPLISHED
Expected OR Low DEVELOPING
Ineffective High, Expected OR Low INEFFECTIVE
Evaluator’s Name _________________________________ Principal’s Name ___________________________________
Evaluator’s Signature ______________________________ *Principal’s Signature _______________________________ Date ___________________________ Date _____________________________ *Denotes sharing of results, not necessarily agreement with the summative rating. Appeals shall be made to the chairperson of the Appeals Panel within ten (10) working days of receipt of this evaluation as described in the Certified Evaluation Plan
IF… THEN…
Principal or Assistant is rated
Exemplary in at least four of the
standards and no standard
below Accomplished,
Professional
Practice Rating shall
be Exemplary
Principal or Assistant is rated
Accomplished in at least four
standards and no standard is
rating below Developing
Professional
Practice Rating shall
be Accomplished.
Principal or Assistant is rated
Developing in at least five
standards
Professional
Practice Rating shall
be Developing.
Principal and Assistant is rated
Ineffective in two or more
standards
Professional
Practice Rating shall
be Ineffective.
L E H L E H
I D A E
I D A E
I D A E
I D A E
I D A E
I D A E
L E H
I D A E
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Instructions for Completing the Individual Corrective Action Plan This Plan is to be completed by the evaluator (with discussion and assistance from the evaluatee) as it relates
to an ineffective or “Does Not Meet Rating” on any one Standard or more from the Summative Evaluation or
anytime when immediate action is needed to change a behavior or practice. The evaluator and evaluatee must
identify corrective action goals and objectives; procedures and activities designed to achieve the goals; and
targeted dates for appraising the evaluatee’s improvement of the standard. It is the evaluator’s responsibility
to document all actions taken to assist the evaluatee in improving his/her performance.
Standard Number/DOMAIN Number
Identify the specific standard(s) or domain from the Summative Evaluation Form that has a “Does NOT Meet Rating”
assigned.
Present Professional Development (PD) Stage (Select the stage of professional development that best reflects the evaluatee’s level.
O = Orientation/Awareness A = Preparation/Application I = Implementation/Management R = Refinement/Impact
Growth Goal(s) and Objective(s) Growth objectives and goals must address the specific standard(s) rated as “does not meet” on the Summative Evaluation document. The evaluatee and the evaluator work closely to correct the identified weakness(es). Identify the specific goal(s) and objective(s) that you plan to develop.
Procedures and Activities for Achieving Goal(s) and Objectives(s) Identify and design specific procedures and activities for the improvement of performance. Include support personnel, when appropriate.
Expected Impact: Describe the Expected Impact in terms of improved student performance, change in teacher practice, or completion of finished product.
Appraisal Method & Target Dates for Completion/Review: List the specific target dates and appraisal methods used to determine improvement of performance. Exact documentation and record keeping of all actions must be provided to the evaluatee.
Documentation of all reviews, corrective actions, and evaluator’s assistance must be provided periodically (as they occur) to evaluatee. (Evaluators must follow the local district professional development growth and evaluation plan processes,
and procedures for implementing an Individual Corrective Action Plan.)
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Calloway County Schools Individual Corrective Action Plan
Educator: ______________________________ Work Site ___________________ Date: ____________ School Year ___________ This Individual Corrective Action Plan is developed when an evaluatee receives a “does not meet” rating(s) on the Summative Evaluation OR anytime when an immediate change is required in behavior or practice.
Domain
*Present Professional
Development Stage
Growth Objective(s)/Goals
(describe desired outcomes)
Procedures & Activities for Achieving Goals/Objective(s)(including support personnel
Expected Impact
Appraisal Method and Target Dates
Employee’s Comments:
Supervisor’s Comments:
Individual Growth Plan Developed: ANNUAL REVIEW: ____ACHIEVED ____REVISED ____CONTINUED
________________________________ ___________________
Employee’s Signature Date
_________________________________ ________________
Employee’s Signature Date
________________________________ ___________________
Supervisor’s Signature Date
_________________________________ ________________
Supervisor’s Signature Date
* Professional Growth Plan Stages: O=Orientation/Awareness A=Preparation/Application I=Implementation/Management R=Refinement/Impact
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Other District
Certified
Evaluation
Forms
From 14-15
Certified
Evaluation Plan
52
Professional Growth Plan
As with evaluation, professional growth activities should be more than a yearly, “one-time” event. Every school employee should view professional improvement as an on-going process for enhancing and strengthening their techniques, methods, products, and performances. 04 KAR 3:345 (2)(c) requires the evaluation system to include a professional growth plan for all certified personnel below the level of the district superintendent. This plan must be aligned with specific goals and objectives of the school or district improvement plan and must be reviewed annually. The evaluatee and the supervisor should discuss and agree upon a meaningful plan aligned with the school/district plan and suited specifically to enhance and assist the performance of the evaluatee. Exactly when the growth plan originates is determined by the local evaluation plan. Observation visits, conferences between the employee and the immediate supervisor, and activities identified by the evaluatee as specific enrichment goals may contribute to the plan’s update and revision. The professional growth plan must be reviewed annually and maintained as part of the district’s personnel files. A sample Individual Professional Growth Plan Form is located on the next page. Instructions for completing the Plan are provided as well.
Instructions for Completing the Individual Professional Growth Plan (This Plan is to be completed by
the employee with assistance from the immediate supervisor.)
Identified School/District Improvement Plan Goal and/or Objective (704 KAR 3:345 Section 4 (2) (c) states, “The evaluation system shall include a professional growth plan for all certified personnel below the level of superintendent aligned with specific goals and objectives of the school improvement plan or the district improvement plan and shall be reviewed annually. Does your growth plan goal(s) align with one of the school/district improvement goals or objectives?
Present Professional Development (PD) Stage (Select one of the following PD stages that matches your personal stage of growth.)
O = Orientation/Awareness A = Preparation/Application I = Implementation/Management R = Refinement/Impact
Is your growth plan individualized to meet the particular level or stage of present professional development?
Growth Goal(s) and Objective(s)
Identify the specific goal(s) and objective(s) that you plan to develop. For example: If increasing the
percentage of students scoring in the proficient level in mathematics is a school improvement goal, an
individualized growth plan might be to incorporate measurable performance-based assessment items in
mathematics lessons, or to utilize computer software/technologies in mathematics instruction. It is also
appropriate to review your summative evaluation for any identified professional growth needs.
Does your growth plan meet your individualized goal(s)and objectives(s)?
Procedures and Activities for Achieving Goal(s) and Objectives(s)
List the specific activities you plan to do in order to meet your goal(s) and objective(s). For example: attending specific staff development workshops; soliciting input from peer/colleague who has mastered the goal for objective; enrolling in a seminar; collaborating with other support personnel, etc.
Will participation in the identified activities assist you in accomplishing your identified goal(s) and objectives? Additional Support: List additional personnel, including role group, who may be involved in any aspect of successful completion/implementation of your growth plan. Expected Impact: Describe the Expected Impact in terms of improved student performance, change in teacher
practice, or completion of finished product.
Target Dates for Completion/Review: Identify the date that you plan to accomplish/review your individualized
goal(s)/objective(s).
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CALLOWAY COUNTY SCHOOLS SUMMATIVE EVALUATION FOR ADMINISTRATORS
(This summarizes all the evaluation data including formative data, products and performances, portfolio materials, professional development activities, conferences, work samples, reports developed, and other documentation.) Tenured____________ Non-Tenured_____________
Evaluatee _________________________________ Position ______________________________
Evaluator _________________________________ Position _____________________________
School/Work Site _______________________________________________________________
Date(s) of Observation(s)
1st __________ 2nd __________ 3rd __________ 4th __________
Date(s) of Conference(s)
1st __________ 2nd __________ 3rd __________ 4th __________
Ratings:
Administrator Standards: Meets *Does Not Meet 1. Vision ______ ___________ 2. School Culture and Learning ______ ___________ 3. Management ______ ___________ 4. Collaboration ______ ___________ 5. Integrity, Fairness, Ethics ______ ___________ 6. Political, Economic, Legal ______ ___________
Overall Rating ______ __________
Individual professional growth plan reflects a desire/need to acquire further knowledge/skills in the standard number(s) checked below:
1. _________ 2. _________ 3. _________ 4. __________ 5. __________ 6. _________
Evaluatee's Comments: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Evaluator's Comments: _____________________________________________________________________________________________ _____________________________________________________________________________________________ ______________________________________________________________________________________________
To be signed after all information above has been completed and discussed:
Evaluatee:
__ Agree with this summative evaluation __ Disagree with this summative evaluation
__________________________________
Signature
___________
Date Evaluator:
__________________________________
Signature
___________
Date
Opportunities for appeal processes at both the local and state levels are a part of Calloway County Schools district’s evaluation plan.
Employment Recommendation to Central Office:
__________ **Meets administrator standards for re-employment
__________
Does not meet administrator standards for re-employment Certified employees must make their appeals to this summative evaluation within the time frames, mandated in 704 KAR 3:345 Sections 7, 8, 9, and the local Calloway County School district plan. *Any rating in the “does not meet” column requires the development of an Individual Corrective Action Plan. **Employment decisions are based on several factors including, but not limited to, whether the employee meets administrator standards, reduction in student enrollment, decreased funding, programmatic and/or curricular changes, etc.
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