2017-2018 msdwt teacher evaluation guidebook · 2019. 6. 25. · true north – english 12 ... 2....

Property of MSD of Washington Township | 1

2017-2018

MSDWT

TEACHER EVALUATION

GUIDEBOOK


Acknowledgements

Jamie Alexander, Principal, Greenbriar Elementary School

Kathy Arruda, Education Data Coordinator

Trice Black, Curriculum Coordinator

Nicholas Brewer, Westlane Middle School

Melissa Bright, North Central

Samantha Brooks, North Central

Ali Camp, Greenbriar Elementary School

Anne Deckard, Eastwood Middle School

Carrie Dodd, North Central

Rick Doss, Director of Secondary Education

Dr. Sheila Ewing, Director of Grants & Assessments

Dr. Karol Farrell, Director of Special Services

Charlie Geier, Curriculum Coordinator for Special Services

Laura Haines, Northview Middle School

Seth Hamilton, Technology Integration Specialist

Matt Kaiser, Principal, Eastwood Middle School

Mike Kneebone, Director of Technology

Dr. Jon Milleman, Assistant Superintendent

Jason Noel, Technology Supervisor

Tom Oestreich, Director of Human Resources

Mike Pomerenke, Principal, Allisonville Elementary School

Yelena Rashkin, Instructional Data Specialist

Marsha Reynolds, Director of Elementary Education

Allyson Smith, Curriculum Director

James Tutin, Eastwood Middle School

Pamela Weiger, Allisonville Elementary School

Ramsay West, Eastwood Middle School

Dr. Nikki Woodson, Superintendent

Without the effort from the Student Achievement Development Committee, this guidebook project would not have been possible.


Contents

1

Administrative Guidelines for Teacher Performance Evaluations ................................................................................................ 6

Appendix A .................................................................................................................................................................................. 16

Test Security Procedures and Expectations Policy ..................................................................................................................... 25

Assessment Glossary ................................................................................................................................................................... 30

Grade Pre-School SPED Ages 3-5 ................................................................................................................................................ 32

Grade K Gen Ed ........................................................................................................................................................................... 33

Grade 1 Gen Ed ............................................................................................................................................................................ 34

Grade 2 Gen Ed ............................................................................................................................................................................ 35

Grade 3 Gen Ed ............................................................................................................................................................................ 36

Grade 4 Gen Ed ............................................................................................................................................................................ 37

Grade 5 Gen Ed ............................................................................................................................................................................ 38

Grade K-5 Art .............................................................................................................................................................................. 39

Grade K-5 Media Specialist ......................................................................................................................................................... 40

Grade K-5 Music .......................................................................................................................................................................... 41

Grade K-5 Physical Education ..................................................................................................................................................... 42

Grade K-5 ENL ............................................................................................................................................................................. 43

Special Education Elementary Kindergarten .............................................................................................................................. 44

Special Education Elementary Grade 1-2.................................................................................................................................... 45

Special Education Elementary Grade 3-5.................................................................................................................................... 46

Grade K-5 Special Education (Alternate Curriculum) ................................................................................................................. 46

Grade Primary K-5 Speech Therapist .......................................................................................................................................... 48

Grade K-5 District Literacy Coach ............................................................................................................................................... 49

Grade K-5 District Math Coach.................................................................................................................................................... 50

Grade K-5 Language Arts Specialist ........................................................................................................................................... 51

Grade 1-5 Math Specialist ........................................................................................................................................................... 52

Grade 6-8 Art............................................................................................................................................................................... 53

Grade 6-8 Computer Technology ................................................................................................................................................ 54

Grade 6 Individuals & Societies .................................................................................................................................................. 55



Grades 6-8 Language & Literature ............................................................................................................................................. 58

Grade 6-8 Language Arts Interventionist (including Read 180) ................................................................................................ 59

Grade 6-8 Math ........................................................................................................................................................................... 60

Grade 6-8 Math Interventionist .................................................................................................................................................. 61

Grade 6-8 Music .......................................................................................................................................................................... 63

Grade 6-8 Physical Education/Health ......................................................................................................................................... 64

Grades 6 - 8 Reading ................................................................................................................................................................... 65

Grade 6-8 Speech and Composition ............................................................................................................................................ 66

Grade 6 Science ........................................................................................................................................................................... 67

Grades 7 - 8 Science .................................................................................................................................................................... 68

Grade 6-8 World Languages - Chinese ....................................................................................................................................... 69

Grade 6-8 World Languages – French ........................................................................................................................................ 70


Grade 6-8 World Languages – Spanish ....................................................................................................................................... 71

Grade 6-8 ENL ............................................................................................................................................................................. 72

Grade 9-12 ENL ........................................................................................................................................................................... 73

Grade 6-8 Special Education ....................................................................................................................................................... 74

Grade 6-8 SPED Core+ Classes ................................................................................................................................................... 75

Grade 6-8 SPED Self-Contained Classes ..................................................................................................................................... 76

Grade 6-8 SPED (Life Skills – Alternate Curriculum) .................................................................................................................. 77

Grade 6-8 Speech Therapist ........................................................................................................................................................ 78

Grade 6-8 District Literacy Coach .............................................................................................................................................. 79

Grade 6-8 District Math Coach ................................................................................................................................................... 80

Grade 6-8 Middle School AVID .................................................................................................................................................... 81

Middle School Counselors (Single Measure) ............................................................................................................................... 83

Grade 9-12 Business / Marketing / IT ........................................................................................................................................ 84

Grade 9-12 JEL Career Center ..................................................................................................................................................... 85

Grade 9 English (Non-State Tested) ........................................................................................................................................... 86

Grade 10 English 10 – All Sections ............................................................................................................................................. 87

Grade 9 - 12 Family and Consumer Science ..................................................................................................................... 89

Counselors – North Central HS (Single Measure) ....................................................................................................................... 90

Grade 9 - 12 Learning Center Coordinator (Single Measure) ..................................................................................................... 91

Grade 9 - 12 Media Specialist (Single Measure) ......................................................................................................................... 92

Grade 9 - 12 Reading Specialist (Single Measure) ..................................................................................................................... 93

Grade 9 - 12 Algebra 1 CP & ELL ................................................................................................................................................. 94

Grade 9 - 12 Algebra1 NCTS ....................................................................................................................................................... 95

Grade 9 - 12 Math (Non-State Tested) ....................................................................................................................................... 96

Grade 9 - 12 Instrumental Music ................................................................................................................................................ 97

Grade 9 - 12 Vocal Music............................................................................................................................................................. 98

Grade 9 - 12 Piano Lab ................................................................................................................................................................ 99

Grade 9 - 12 Theater ................................................................................................................................................................. 100

Grade 9 - 12 Health ................................................................................................................................................................... 101

Grade 9 - 12 Physical Education ............................................................................................................................................... 102

Grade 9-12 Life Science/Physical Science ................................................................................................................................ 103

Grade 12 Economics .................................................................................................................................................................. 104

Grade 9-12 Geography and History of the World ..................................................................................................................... 105

Grade 12 Government ............................................................................................................................................................... 106

Grade 9-12 US History .............................................................................................................................................................. 107

Grade 9-12 World History ......................................................................................................................................................... 108

Grade 11-12 AP Psychology ...................................................................................................................................................... 109

Grade 9-12 AP US History ......................................................................................................................................................... 110

Grade 9-12 AP World History .................................................................................................................................................... 111

Grade 9-12 Special Education – Co-Teaching English 10M/10CP ............................................................................................ 112

Under Construction ............................................................................................................................... Error! Bookmark not defined.

Grade 9-12 Special Education – Co-Teaching Algebra ............................................................................................................. 113

Grade 9-12 Special Education – Co-Teaching Other Content Areas (Non ECA) ....................................................................... 114

Grade 9-12 Special Education – Alternate Curriculum ............................................................................................................. 115


Grade 9-12 Visual Arts .............................................................................................................................................................. 117

Grade 9-12 World Languages ................................................................................................................................................... 118

Grade 9-12 Introduction to Business........................................................................................................................................ 119

True North Math – Algebra 3 (Single Measure) ........................................................................................................................ 120

True North – English 12 (Single Measure) ................................................................................................................................ 121

True North – Social Studies (Single Measure) .......................................................................................................................... 122

True North – Positive Growth on School – Connect Skills Curriculum (Single Measure) ......................................................... 123

Student Removal from Achievement Data................................................................................................................................ 124

MSDWT Test Construction Guidance Document ....................................................................................................................... 127

Pre-Test/Post-Test Guidance and Procedure ........................................................................................................................... 128

Test Security Procedures and Expectations Policy ................................................................................................................... 129

MSDWT Teacher Signature – Test Security Local Assessments ............................................................................................... 132

Test Item Review ............................................................................................................................................................ 133

Multiple Choice Examples ......................................................................................................................................................... 134

Costa’s Levels of Thinking and Questioning ................................................................................................................... 134

Entering Scores in the Pre-Post Test Spreadsheet ................................................................................................................... 137

Entering Scores in the HS Science Measure Spreadsheet ........................................................................................................ 138

Entering Scores in the Grade 3 Primary Measures Spreadsheet .............................................................................................. 139

Saving a PDF ............................................................................................................................................................................. 140

Saving a Word Document as a PDF ........................................................................................................................................... 141

Saving an Excel Spreadsheet as a PDF ..................................................................................................................................... 142

Exporting a Class Roster from Skyward ................................................................................................................................... 143

Administrative Guidelines for Teacher Performance Evaluations

Property of MSD of Washington Township | 6 Updated 5/15/2018

MSD of Washington Township Proposed 2017-2018


Vision Statement for MSDWT Teacher Evaluation

A master educator in every classroom.

Mission Statement for MSDWT Teacher Evaluation

Collaboratively develop and implement a clearly communicated evaluation process that continuously improves instruction and student learning.

Belief Statements

We believe the primary purpose of evaluation is to facilitate growth among students, teachers, and evaluators.

We believe that the school environment should be conducive to learning. We believe in meaningful, effective, & sustainable professional development. We believe teachers deserve an evaluation system that builds on trust & collaboration. We believe students deserve educators who are dedicated to professional growth & student

improvement. We believe our responsibility is to promote positive and transparent dialogue to promote growth.

General Provisions

All teachers shall be evaluated at least annually in the performance of their assigned duties. 1. All teachers will be assigned one administrator to be the primary evaluator. 2. The teacher’s performance evaluation may include information provided by any administrator.

The source of information shall be disclosed to the teacher.

Representation A teacher may be afforded Association representation if they so choose during the evaluative process. Right to a Reflection Anytime during the evaluation process a teacher has the right to submit a written reflection statement to be attached to any written evaluation document. Modifications Modifications to these guidelines will be discussed with teacher representation per IC:20-29-6-7. At minimum, two discussions per year will take place with teacher representation for the sole purpose of evaluating teacher evaluation guidelines and procedures. Additional discussions will take place as necessary and at the request of either teacher representation or administration.



Teacher Performance Expectations

The following are domains with standards of performance that serve as the base for the evaluation process and will be

continually in force and in effect for all teachers. A performance level will be indicated for each domain.

Teacher Performance Expectations Ineffective Improvement

Necessary Effective

Highly Effective

Do

ma

in 1

Pre

para

tion f

or

Learn

ing

Purp

ose

ful Pla

nnin

g 1.1 Plans for a student program of instruction in accordance with

adopted curriculum 1 2 3 4

1.2 Demonstrates an understanding of how students develop and learn in the planning for student learning

1 2 3 4

1.3 Uses a variety of planning resources 1 2 3 4

1.4 Plans and prepares for the needs of all students 1 2 3 4

Domain 1 Total Possible Points = 16 Subtotal for Domain divided by 4 =

Do

ma

in 2

Effect

ive I

nst

ruct

ion

Clim

ate

2.1. Develops and maintains a positive classroom climate 1 2 3 4

2.2 Communicates high expectations for all students 1 2 3 4

Inst

ruct

ion

2.3 Demonstrates a mastery of subject/content and standards 1 2 3 4

2.4 Uses instructional strategies and resources to teach for understanding

1 2 3 4

2.5 Differentiates instruction to meet the needs of all students 1 2 3 4

2.6 Engages all students in learning 1 2 3 4

2.7 Helps students practice and deepen new knowledge through direct and explicit instruction, cooperative learning, inquiry methods, and independent practice

1 2 3 4

Ass

ess

ment

2.8 Assesses student learning and uses assessment data to adjust instructional practices for student success

1 2 3 4


Do

ma

in 3

Pro

fess

ional Pra

ctic

e

Part

icip

ation in L

earn

ing

Com

munitie

s

3.1 Works with colleagues in a respectful, collegial manner in the ongoing cycle of development, implementation, evaluation of curriculum and professional learning communities

1 2 3 4

3.2 Communicates effectively to establish and maintain two-way lines of communication with students and parents

1 2 3 4

3.3 Reflects on practice, data and student work to improve future instruction

1 2 3 4

3.4 Uses different forms of professional development to improve instruction

1 2 3 4


Student Achievement & Growth Ineffective Improvement

Necessary Effective

Highly Effective

Stu

de

nt

Ach

ieve

me

nt

an

d G

row

th

Provides evidence of student achievement/growth through multiple measures (see attached Multiple Student Learning Measures Rubric)

Primary Measure(s)

1 2 3 4 x .12

Secondary Measure(s)

1 2 3 4 x .08

Subtotal for Student Achievement & Growth = Total of Primary + Secondary



Updated 5/15/2018

Teacher Rating Calculation

Most Teachers

Domain I Subtotal = ÷ 4 x .25

Domain II Subtotal = ÷ 8 x .55

Domain III Subtotal ÷ 4 x .20

Domain Total 1.0 x .80

Primary Student Measure = ÷ 1 x .12

Secondary Student Measure = ÷ 1 x .08

Total

Single Measure Teacher




Domain Total 1.0 x .84


Total

< 120 Day or Nonqualifying Evaluation




Domain Total 1.0 x 1.0


Secondary Student Measure = ÷ 1 x .00

Total

HIGHLY EFFECTIVE = 3.50 – 4.00

EFFECTIVE = 2.50 – 3.49

IMPROVEMENT NECESSARY

= 1.75 – 2.49

INEFFECTIVE = 1.00 – 1.74



Evaluative Evidence

Evaluative evidence provides documentation of a teacher's attainment of performance expectations. The

types of evaluative evidence are as follows:

FORMAL OBSERVATION - an extended observation, usually the length of a class period. When the

formal observation is an announced observation, the teacher will be afforded the opportunity to complete a pre-observation form prior to the week of the observation (Appendix B). The announced formal

observation will take place within a week’s specified time period to view the instructional activities of the teacher. See Evaluation Process Overview for Description of the Announced or Unannounced nature of observations.

INFORMAL OBSERVATION - a short unannounced visitation (duration usually 10-15 minutes) by the

evaluator to observe the teacher in any of the domain areas.

In addition, ARTIFACTS can be presented and reviewed as needed to document attainment of performance expectations. Artifacts are materials that relate to or affect instruction (e.g. lesson plans,

assessments, unit planning materials, study guides, homework assignments, student work, professional development documentation, technology integration, student intervention documentation, newsletters,

communication logs, discipline logs, emails, agendas, professional development presentations, IB

portfolios, and other materials of a similar nature).

Evidence, specific to areas of teaching such as counseling, art, music, physical education, instructional coaches, etc. may be developed and used to provide feedback on teachers’ performance relative to the Performance Expectations.



Evaluation Process Overview

1-2

Years of Employment

3-5

Years of Employment

6+

Years of Employment

Introductory Performance

Expectations Conference

Group meeting to be held prior

to the first formal observation.





Formal Observation

2 (minimum one each semester)

The first Formal Observation will be an announced observation.

For announced observations,

the teacher will be afforded the opportunity to complete a pre-

observation form.

1 (minimum one first semester)




observation form.

1 (minimum one each year)




observation form.

Informal Observation

Teachers will receive a minimum of two (2) Informal

Observations and/or additional as needed to document

attainment of performance expectations in any domain.

A copy of the informal

observation notes will be given to the teacher within a

reasonable time following the informal observation. A post-

conference may be requested by the evaluator or the teacher.















Artifact Evidence

Artifacts presented and

reviewed as needed to

document attainment of performance expectations.







Post-Observation

Conference

To be held after each formal

observation A copy of the conference form

and observation notes will be given to the teacher within a

reasonable time after the conference.









Summative Evaluation

Conference

To be held by May 15.

Teacher must receive summative document within 7

days following the conference (IC 20-28-11.5).

To be held by May 15 if teacher

has been assigned a Plan of Assistance – otherwise by 5

calendar days prior to the final teacher contract day.



To be held by May 15 if teacher

has been assigned a Plan of Assistance – otherwise by 5

calendar days prior to the final teacher contract day.





Post-Observation Conference

This conference is to be held after each formal or participatory observation to reflect upon all observed performance indicators. A copy of the observation with the evaluator’s comments and observation notes will be given to the teacher within a reasonable time after the conference. At the conference, the teacher and evaluator will: 1. Review all performance expectation(s). 2. Provide encouragement to the teacher to continue with practices that are performed at a high

level. 3. Answer questions and clarify expectations of the evaluator. 4. Suggest pieces of evidence/artifacts the teacher could use to document attainment of performance

expectations. In addition to items 1-4 above, if the evaluator has determined that the teacher’s performance in a domain is at the Improvement Necessary level, the teacher and evaluator will: 1. Review the specific performance expectation(s) not being met. 2. Specify what is needed to improve the level of performance shown on Appendix B. 3. Provide resources and guidance to the teacher in goal setting. When the level of Ineffective or Improvement Necessary is selected for one or more Performance Indicator, a Plan of Assistance is not required. However, if the evaluator determines that there is a significant lack of proficiency in any domain area or specific teacher performance expectations rated as Improvement Necessary or Ineffective, then the administrator may:

1. Implement a Plan of Assistance at the conclusion of a scheduled Post-Observation Conference 2. Schedule a Mid-Year Conference for Ineffective, or Improvement Necessary performance to

develop and implement a formal Plan of Assistance.

Plan of Assistance (Mid-Year Conference) for Ineffective or Improvement Necessary Performance This conference is only to be held if at a Post-Observation Conference it is determined that there is a significant lack of proficiency in any domain area specific teacher performance expectation(s) rated as Improvement Necessary or Ineffective. The purpose of this conference is to develop/implement a formal Plan of Assistance for the teacher. When developing/implementing the Plan of Assistance (Appendix D), the evaluator will: 1. Identify and review the specific performance expectations not being met. 2. Specify what is needed to improve the level of performance as shown on Appendix B. 3. Provide suggestions, resources, strategies, and support the teacher may use to improve

performance. 4. Provide timelines for the teacher to follow when addressing performance expectations, ensuring

the teacher has reasonable time to show improvement. 5. Provide ongoing observations and feedback to the teacher throughout the duration of the plan. The Mid-Year Conference POA may be implemented during a Post-Observation Conference. Whenever a teacher is required to have a Mid-Year Plan of Assistance, the building principal will inform the Director of Human Resources who will, in turn, inform the Association President.



Updated 5/15/2018

Summative Evaluation Conference &

Summative Evaluation Documentation

A Summative Evaluation Conference between the primary evaluator and a teacher receiving an Effective or Highly Effective rating is NOT REQUIRED. The primary evaluator or the teacher may request a Summative Evaluation Conference. If a conference is requested, the evaluator will: 1. Review all performance expectation(s). 2. Provide encouragement to the teacher to continue with practices that earned Effective and Highly

Effective ratings. (Acknowledge some of the teacher’s strengths or achievements that led to Effective and Highly Effective ratings.)

3. Answer questions and clarify the reason(s) for the overall performance level.

A Summative Evaluation Conference between the primary evaluator and the teacher IS REQUIRED if the teacher’s overall rating is determined to be Improvement Necessary or Ineffective. At the conference the evaluator will: 1. Review all performance expectation(s). 2. Provide encouragement to the teacher to continue with practices that earned Effective and Highly

Effective ratings. (Acknowledge some of the teacher’s strengths or achievements that led to Effective and Highly Effective ratings).

3. Answer questions and clarify the reason(s) for the overall performance level. 4. Discuss with the teacher the evaluative recommendation for the next school year (i.e. Renewal,

Non-Renewal, or Plan of Assistance).

In the event a teacher was placed on a Plan of Assistance initiated at a Mid-Year Conference, an additional Plan of Assistance may or may not result depending on expectations met at the time of the Summative Evaluation Conference. A printed final Summative Evaluation will be provided to the teacher at the conclusion of the rating process (this may or may not be available at the time of a Summative Evaluation Conference. Due to the likely delay in receiving test scores from the IDOE or delays in testing windows, Summative Evaluation documents may not be available to teachers in printed form until the following school year. All information, including individual Performance Indicator scores, comments, and available Student Achievement and Growth measure scores will be accessible through Standard for Success. (See Appendix C). Comments made by evaluators on the Summative Evaluation are only required if the teacher is rated in the Improvement Necessary or Ineffective categories. Teacher Submission of Student Achievement Measures as Part of the Summative Evaluation Prior to submitting Student and Achievement and Growth Measures, teachers must acknowledge that all protocols and expectations were followed with respect to assessment security and integrity and honesty in reporting student information. Should it be determined that expected protocols were not followed, the teacher shall receive a score of “0” for the appropriate Primary or Secondary Measure.



Updated 5/15/2018

Plan of Assistance Timelines

First Teacher Day – October 15

The Plan of Assistance will be implemented following a Post-Observation Conference and be

determined by results of the entire summative evaluation instrument (Appendix C) and be based on the teacher’s performance during the previous school year. October 15 – March 15

The Plan of Assistance will be implemented following a Post-Observation Conference and be determined by results of Domains I, II, and III of the summative instrument (Appendix C) and be

based on the teacher’s performance during the current school year. March 15 – End of the School Year

The Plan of Assistance will be implemented following a Post-Observation Conference and be determined by results of Domains I, II, and III of the summative instrument (Appendix C) and be

based on the teacher’s performance during the current school year. A Plan of Assistance initiated after

March 15 will remain in place until the entire summative evaluation instrument (Appendix C) is completed.

At the conclusion of the Plan of Assistance, the evaluator will make a judgment as to whether the teacher will be recommended for renewal or non-renewal or be placed on an ongoing or additional Plan of Assistance.

If the evaluator and the teacher cannot jointly establish the Plan of Assistance, the administrator shall do so unilaterally. The evaluator shall monitor the teacher's progress in following the plan and hold a conference with the teacher. At this conference (refer to conference form), the evaluator will: If the status of the teacher is Improvement Necessary - make a judgment as to whether the teacher has progressed to a performance level of Effective or Highly Effective or will be required to have a Plan of Assistance for either Improvement Necessary or Ineffective. If the status of the teacher is Ineffective - make a judgment as to whether the teacher will be recommended for renewal or non-renewal or be required to have a Plan of Assistance for either Improvement Necessary or Ineffective. Whenever a teacher is required to have a Plan of Assistance, the building principal will inform the Director of Human Resources who will, in turn, inform the Association President. Second Evaluator When a teacher has been placed on a Plan of Assistance for Ineffective performance level(s), at the option of the teacher or the administrator, a second evaluator shall be appointed by the Superintendent or designee. The second evaluator will be an administrator in the building of the teacher making the request/primary evaluator making the request (or if necessary, an administrator from another building that possesses appropriate expertise). Notice of this appointment shall be sent to the teacher and the Association president. The second evaluator shall review the Plan of Assistance and previous evaluations. In addition to the evaluator, the second evaluator shall monitor the teacher's progress on the plan and make a judgment on contract renewal. The second evaluator's judgment is moot if the evaluator concludes that the objectives of the plan have been met. The second evaluator and primary evaluator will discuss the teacher’s progress and status with the final responsibility of determination of employment status resting with the building principal.



Negative Impact on Student Learning

IC 20-28-11.4-4 (c) (4) and (6) requires that the following provision be included in each school district’s teacher evaluation plan: A provision that a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective. Negative Impact on Student Learning will be determined by the following:

Teachers Receiving Growth Measure Data from IDOE (Classroom Teachers Grades 4-8 E/LA and Mathematics): Negative Impact is characterized by a significant decrease in student achievement and a significantly low level of student growth. If teachers’ year 1 ISTEP mean minus year 2 ISTEP mean is greater than or equal to 15 AND the teacher’s median growth percentile is less than or equal to 15, then the teacher will be determined to have a Negative Impact on Student Learning. If there is a determination of Negative Impact, and the teacher’s combined rubric and student achievement and growth summative level is Effective or Highly Effective, the summative level will be reduced to no higher than Improvement Necessary.

All Other Teachers: If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning. Example: Teacher receives a 1 on Primary Measure Teacher receives a 1 on Secondary Measure Less than 50% of students earn at least a 70% on final exam If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will be reduced to a level no higher than Needs Improvement. When a teacher falls into the Ineffective category within the Student Achievement and Growth Component of the Summative Teacher Evaluation criteria, the evaluator will communicate with the teacher regarding what other classroom measures will be examined and the teacher will have the opportunity to explain and provide context to the classroom data prior to a final determination of Negative Impact on Student Language will be made.



Updated 5/15/2018

Number of Teacher Days Required for a Qualifying Evaluation – Planned Leave

A Qualifying Evaluation refers to an evaluation of a teacher that has attended a minimum number of days required for the evaluation to be considered for any additional compensation resulting from the collective bargaining process. Any teacher who plans to teach at least 120 instructional days in a school year should follow procedures of administering and documenting student achievement and growth measures (SAGM). These measures should be written with all planned extended leaves in mind: both the assessment of student learning and content mastery standard should consider the timing and duration of the teacher’s planned absence. The evaluator must approve all parts of these student achievement measures. If an unplanned extended leave is necessary, and the teacher’s approved measures are therefore not appropriate, the percentage of the teacher’s summative rating that would have been based on the student achievement and growth measures will be moved to the percentage based on the Washington Township Teacher Performance Expectations Rubric (TPER) at 100%. The weighting of the points will be adjusted as necessary for the designation of the teacher’s performance level.

DAYS PRESENT EVALUATION PROCESS

120+ days No change – As prescribed.

46-119 days Summative rating based upon measures available and appropriate: TPER, SAGM weighted for their category. Rubric score will include data from at least one formal and

one informal observation by primary evaluator.

0-45 days Evaluation declared incomplete for the school year. Implications for eligibility for pay raises will be determined through the collective bargaining process.

NOTE: Should unexpected illness or absence prevent a teacher from who is present for less than 120 days from completing student achievement and growth measures data, the evaluation shall be completed using only the TPER at 100% as noted in the above chart. If the teacher’s unexpected illness or absence prevents a principal from completing at least one formal observation and one informal observation, the evaluation shall be declared incomplete. A teacher who questions how his/her summative rating is affected by an extended leave may request a meeting with the building principal.



Appendix A

Domain I Purposeful Planning Rubric

Highly Effective Effective

In Need of Improvement

Ineffective

Pu

rpo

se

ful

Pla

nn

ing

Pe

rfo

rma

nce E

xp

ecta

tio

ns

1.1 - Purposeful Planning: Plans for

a student program

of instruction in accordance with

adopted curriculum

Substantial evidence of detailed &

comprehensive lesson

plans demonstrating extensive connections

between previous and current learning.

Clear evidence of detailed lesson plans

demonstrating some

thoughtful connections between

previous and current learning.

Some evidence that the teacher plans

quality lessons of instruction.

Little or no evidence that the teacher plans

quality lessons for instruction.

1.2 - Purposeful

Planning:

Demonstrates an understanding of

how students develop and learn

in the planning for

student learning

Plans for students’ deeper understanding of content and a

variety of strategies to facilitate individual

future learning.

Clear evidence that the teacher draws

upon knowledge of

child development and knows his/her

students when planning for learning.

Some evidence that the teacher draws

upon knowledge of

child development and knows his/her

students when planning for learning.

Little or no evidence

that the teacher

draws upon knowledge of child

development and knows his/her

students when

planning for learning.

1.3 - Purposeful

Planning: Uses a variety of planning

resources

Evidence the teacher’s planning maximizes all available resources

to plan for learning.

Clear evidence that the teacher is utilizing

district and school

resources to plan for learning.

Some evidence that the teacher is utilizing

district and school

resources to plan for learning.

Little or no evidence that the teacher is

utilizing district and

school resources to plan for learning.

1.4 - Purposeful

Planning: Plans and prepares for

the needs of all

students

Lessons are exemplary in

exhibiting plans to address unique

learning and

enrichment needs of all students.

Clear evidence that

the teacher prepares lessons differentiated

to the learning needs

of the students.

Some evidence that

the teacher prepares lessons differentiated

to the learning needs

of the students.


that the teacher prepares lessons

differentiated to the learning needs of the

students.

Evidence related to each performance indicator may be found on the Teacher Evaluation page of the MSDWT Website under the Human Resources Tab.



Domain II Instruction Rubric


In Need of

Improvement Ineffective

Cli

ma

te

Pe

rfo

rma

nce E

xp

ecta

tio

ns

2.1 - Climate:

Develops and maintains a

positive classroom climate

Evidence that the

teacher uses

classroom management methods

at a very high level to support a positive

classroom climate.

Clear evidence that the teacher uses


to support a positive

classroom climate.

Some evidence that the teacher uses



classroom climate.

Little or no evidence that the teacher uses



classroom climate.

2.2 - Climate:

Communicates high expectations

for all students

Clear evidence that teacher

communications address high

expectations for each

student.

Clear evidence that

teacher communications

address high expectations.

Some evidence that teacher

communications address high

classroom

expectations.


that teacher communications

address high expectations.

In

str

ucti

on

Pe

rfo

rma

nce E

xp

ecta

tio

ns

2.3 - Instruction:

Demonstrates a mastery of

subject/content and standards

Evidence that the

teacher has a mastery of subject/content

and standards at a deep level.

Evidence that the

teacher knows subject/content and

standards.

Some evidence that

the teacher knows subject/content and

standards.


that the teacher knows

subject/content and standards.

2.4 - Instruction:

Uses instructional

strategies and resources to teach

for understanding

Clear evidence that

the teacher uses

multiple, student centered instructional

strategies and resources to teach for

understanding for all

students.

Clear evidence that

the teacher uses

multiple, appropriate instructional


understanding for

most students.

Some evidence that the teacher uses

multiple instructional


understanding for most students.

Little or no evidence that the teacher uses

multiple instructional


understanding for most students.

2.5 - Instruction: Differentiates

instruction to meet the needs of all

students

The teacher acts on

individual student needs at every point

in the learning

process and provides differentiated

instruction to challenge every

student to reach high

growth.

The teacher

recognizes individual student differences

and provides differentiated

instruction to meet

student needs.

The teacher rarely

recognizes individual

student differences to provide differentiated

instruction to meet student needs.

The teacher does not

recognize individual student differences

and does not provide differentiated

instruction to meet

student needs.

2.6 - Instruction:

Engages all students in

learning activities

Clear evidence that students are engaged

at a high level

through the use of learning activities

provided in a variety of ways to engage all

students.

Clear evidence that

the teacher provides engaging activities to

all students.

Some evidence that

the teacher provides learning activities to

engage students.

Little or no evidence that the teacher

provides learning activities to engage

students.



Domain II Instruction Rubric


In Need of


2.7 - Instruction:

Helps students practice and

deepen new knowledge

through direct and

explicit instruction, cooperative

learning, inquiry methods, and

independent

practice

Clear evidence that

the teacher continuously checks

for understanding and

adjusts instruction to ensure that students

practice and deepen knowledge.

Clear evidence that the teacher checks for

understanding and provides opportunities

for students to

practice and deepen knowledge.

Some evidence that the teacher provides

opportunities for

students to practice and deepen

knowledge.


provides opportunities

for students to practice and deepen

knowledge.

Asse

ssm

en

t

Pe

rfo

rma

nce E

xp

ecta

tio

ns

2.8 - Assessment:

Assesses student learning and uses

assessment data to

adjust instructional

practices for student success

Clear evidence that the teacher

understands and uses multiple methods of

formative and summative

assessments to

routinely engage learners in their own

growth, to document learner progress and

to guide ongoing

planning and instruction.

Clear evidence that

the teacher understands and uses

methods of formative and summative

assessments to

engage learners in their own growth, to

document learner progress and to guide

ongoing planning and

instruction.

Some evidence that the teacher

understands and uses methods of formative

and summative

assessments to document learner

progress and to guide ongoing planning and

instruction.


understands and uses

methods of formative and summative

assessments.




Domain III Professional Practice Rubric


In Need of


Pro

fessio

na

l P

racti

ce

Pe

rfo

rma

nce E

xp

ecta

tio

ns

3.1 Professional

Practice: Works

with colleagues in a respectful, collegial

manner in the ongoing cycle of

development, implementation,

evaluation of curriculum and

professional

learning communities

The teacher

contributes to school effectiveness by

collaborating with and leading other

professionals in a positive and productive

manner taking responsibility for the

success of teacher

teams.

The teacher

contributes to school effectiveness by

collaborating with other professionals in a

positive and productive manner.

Some evidence that the teacher contributes

to school effectiveness by collaborating with

other professionals.


contributes to school

effectiveness by collaborating with

other professionals.

3.2 Professional

Practice: Communicates

effectively to establish and

maintain two-way

lines of communication with

students and parents

The teacher accurately

describes, analyzes and

evaluates student work, provides routine

and ongoing meaningful feedback to

students and their families in a variety of

ways and provides resources to improve

student performance.

The teacher accurately describes, analyzes and

evaluates student work, provides ongoing

meaningful feedback to students and their

families.

Some evidence that the teacher accurately

describes, analyzes and evaluates student work

provides feedback to

students and provides minimal feedback to

their families.


accurately describes analyzes and evaluates

student work providing feedback to students

and their families.

3.3 Professional Practice: Reflects

on practice, data

and student work to improve future

instruction

The teacher engages in reflective thinking to

improve instruction during lessons as well

as future instruction.

Clear evidence that the teacher engages in

reflective thinking to improve future

instruction.

Some evidence that the teacher engages in

reflective thinking to improve future

instruction.


engages in reflective thinking to improve

future instruction.

3.4 Professional

Practice: Uses different forms of

professional development to

improve instruction

The teacher relentlessly pursues

opportunities to stay current with

knowledge, theory and practice, incorporates

new knowledge in an exemplary manner,

and provides

leadership to others in the development of

best practices.

Clear evidence that the

teacher pursues


knowledge, theory and practice to impact

student learning.

Some evidence that

the teacher pursues



student learning.


that the teacher

pursues opportunities to stay current with


student learning.




Appendix B Pre-Observation Form – Teacher

To be completed by the evaluator:

Teacher:

Subject/Course the evaluator will be observing:

Formal observation will occur during the week of:

To be completed by the teacher and submitted prior to the week of formal observation:

Do

ma

in 2

Eff

ect

ive I

nst

ruct

ion

Cli

ma

te

Describe your methods for providing a positive classroom climate.

Describe the diversity of students in your classroom.

In

str

ucti

on

List the learning objectives or standards you will target during this week of instruction.

Describe the learning activities that will be used to engage students.

List the instructional strategies and resources that will be used in your lessons this week.



How will instruction be differentiated to meet the learning needs of students?

A

sse

ssm

en

t

How will you assess student learning to know students’ progress towards achieving the objectives or standards?



Appendix C Standard for Success

The Standard for Success Teacher Training Guide is available on the Teacher Evaluation page of the MSDWT website. Click here to access the guide.

http://www.msdwt.k12.in.us/wp-content/uploads/2014/08/MSDWT_SFS_Teacher-Tutorial.pdf



Appendix D

Formal Plan of Assistance

Teacher:

Evaluator:

Type of Assistance Plan: Improvement Necessary Ineffective

If a teacher’s Summative Performance level is Improvement Necessary, the evaluator will determine if the teacher’s overall performance or performance on selected expectations requires a formal Plan of Assistance. If a teacher’s summative performance level is Ineffective, the evaluator will meet with the teacher to determine a formal Plan of Assistance. If, during a Post-Observation Conference, it is determined that there is a significant lack of proficiency in any domain area or specific teacher performance expectations have been rated as Ineffective, then the teacher and administrator will: 1. Schedule a Mid-Year Conference to develop and implement a formal Plan of Assistance. 2. Review what will occur at the Mid-Year Conference. A Plan of Assistance shall be established between the evaluator and the teacher to include the following:

Plan Components Action/Comments

1. Note the specific performance expectation(s) not being

met. Refer to the appropriate Teacher and Student Evidence associated with the referenced performance

expectations.

2. Refer to the appropriate Teacher and Student Evidence (Rubric with Evidences) associated with the identified

performance expectations addressed in this plan. Make additions to or clarify evidence in order to assist the

teacher in meeting the expectations of the Plan of Assistance. Note below the Teacher/Student evidences to

be addressed.

3. Note the system that will be used to monitor this Plan of Assistance. Examples: increased number of classroom walk-throughs, formal or informal observations; methods of collecting feedback from teacher on assigned reading; scheduled follow-up meetings; manner that teacher may submit written evidence or examples of student work.

4. Note the resources and support that will be extended to

the teacher to assist in meeting the expectations of the Plan of Assistance. Support may include the services of a

fellow teacher to serve as a classroom observer (non-evaluative), coach or mentor.



Plan Components Action/Comments

5. Note the date by which the plan must be completed, up to 90 school days.

6. If the teacher’s requirements to meet the expectations of the Plan of Assistance include participation in professional development activities, note below the

nature of the activities, the expected time to be spent in or on the activities, and how feedback and reflection

following the activities will be reported to the

evaluator. Also note the anticipated Professional Growth Points for license renewal that will be

applicable at the conclusion of the PD activities.

7. Note any pre-scheduled progress meetings between the evaluator and the teacher during the duration of

the Plan of Assistance. or Reference or clarify any supporting documents that may be attached to this Plan of Assistance.

If the evaluator and the teacher cannot jointly establish the Plan of Assistance, the administrator shall do so unilaterally. The evaluator shall monitor the teacher's progress in following the plan and hold a conference with the teacher. At this

conference (refer to conference form), the evaluator will:

If the status of the teacher is Improvement Necessary - make a judgment as to whether the teacher has progressed to

a performance level of Effective or Highly Effective or will be required to have a Plan of Assistance for either Improvement Necessary or Ineffective.

If the status of the teacher is Ineffective - make a judgment as to whether the teacher will be recommended for renewal

or non-renewal or be required to have a Plan of Assistance for either Improvement Necessary or Ineffective.

Whenever a teacher is required to have a Plan of Assistance, the building principal will inform the Director of Human

Resources who will, in turn, inform the Association President.

Signatures

This Plan of Assistance shall begin on

(Date)

(Evaluator Signature)

I understand the expectations and provisions of this Plan of Assistance.

(Teacher Signature) (Date)



Appendix E Test Security Procedures and Expectations Policy

MSDWT Teacher Signature – Test Security Local Assessments Form Every teacher must sign a form indicating that he/she understands the requirements and expectations regarding ethical testing and reporting procedures. The MSDWT Teacher Signature – Test Security Local Assessments Form can be found in Appendix F of the Guidebook or on the Teacher Evaluation website: www.msdwt.k12.in.us/teacher-evaluation/

This acknowledgement form must be signed, either in paper form or through electronic signature through an online training platform such as Safe Schools, by any staff member responsible for the handling, administration, scoring, storage, transport, or development of assessments used in the Student Achievement and Growth Measure as part of the MSDWT Teacher Evaluation System. Acknowledgement of the receipt and understanding of the information below is required of all teachers and is IN ADDITION to any documentation required by any other agency or organization. Faculty will be required to complete any and all training and documentation related to required standardized testing through the state of Indiana or the United States Department of Education.

Fidelity and Integrity: Requirements and Potential Consequences Quality instruction leads to better learning, which will be reflected in higher assessment scores. Narrowing the curricula to align to the content of an assessment, however, is weak pedagogical practice that erodes the measurement process. Any individual with a license granted by the IDOE who violates the Code of Ethical Practices and Procedures as established and published may face disciplinary action by MSDWT, and/or other applicable remedies available under the state and federal laws.

Test Examiners and Their Role Statewide Tests The assessments are to be administered only by personnel who hold a license granted by the Indiana Department of Education. The license must be an instructional, administrative, or school services license. Personnel not properly trained and certified (e.g., teacher’s aides, secretaries, or substitute teachers who do not hold one of the above mentioned licenses) may not serve as test examiners. (For state assessments, they may serve as proctors.) In no case may unlicensed personnel be allowed to supervise the test administration without the guidance of a test examiner. Local Assessments Assessments that impact teachers’ Primary or Secondary Measure as part of the MSDWT Evaluation System should be administered by the classroom teacher, or a trained employee. The MSDWT administration understands that circumstances may impact a teacher’s ability to administer the assessment on the specified day or individual student circumstances exist impacting the teacher’s ability to administer the assessment.

http://www.msdwt.k12.in.us/teacher-evaluation/



Teachers should: Follow department protocol when administering, scoring, recording, and storing student

assessments Administer assessments whenever possible Consult department chair or principal when assessments are scheduled and teacher must be

absent Use district-wide protocols when administering assessments such as NWEA or other commercially

designed assessments Follow student’s IEP or ILP – if an Instructional Assistant (IA) is trained and approved to administer

local assessments, in most cases, the IA will be allowed to administer or proctor If an IA or other non-certified staff administers the assessment, take all steps necessary to protect

the security, confidentiality, scoring, reporting, and storage of test materials per district/department expectations

Test examiners should be thoroughly familiar with the tests to be administered and with the procedures to be followed during testing. This includes reviewing the MSDWT Testing Security and Integrity Agreement electronic signature page through Safe Schools. The above information referenced from the Indiana Department of Education Office of Assessment. To ensure test integrity: Give students the test only one time per administration (pre and post). Tests should be administered to all students on the same day. Absent students should make the

test up as soon as possible. Do not review questions or answers with students at any time throughout the year. Students should not grade the assessments. Do not send tests home with students. Make assurances against cheating (students may not take the test in groups). Monitor students and do not alter their answers. Teachers may not complete answer documents for students unless required by the student’s

IEP. Pre-tests must show effort. Incomplete essays and multiple-choice tests with excessive blanks

will not be considered complete and will therefore count as not passing, regardless of the post-assessment score. We suggest monitoring students during test administration, as the test cannot be given again at a later date.

Hints, helping tools, detailed instructions, etc., are not allowed. If they are an integral part of your test, they must be clearly identified in your documentation, approved by your principal and given on both the pre and post-assessments.



It is NEVER appropriate to: Coach students by indicating in any way (e.g., facial expressions, gestures, or the use of body

language) that an answer choice is correct or incorrect, should be reconsidered, or should be checked.

Allow students to use any type of mechanical or technical devices (calculators, computers) unless the test directions allow such use, or the device is documented as a necessary and allowable testing accommodation.

Answer students’ factual questions regarding test items or vocabulary. Read any parts of the test to students (except as indicated in the test directions, or as documented

as an acceptable IEP, Section 504 Plan, LEP Individual Learning Plan, or nonpublic school Service Plan). In no case may reading comprehension questions be read to the student.

Alter students’ answers—other than to check and erase stray marks, or to darken answer bubbles after testing.

Call students’ attention to the fact that a similar question is on the assessment. Use current, past, or parallel items as test preparation materials—except when those items have

been released specifically for test review purposes by the Indiana Department of Education or MSDWT Administration

Develop and use elaborate review materials (workbooks, worksheets, etc.). Set aside blocks of time to teach only the content and skill proficiencies measured on the

assessment. It is a violation of test security to: Give examinees access to test questions prior to testing. Copy, reproduce, or use in any manner any portion of any secure assessment book, for any reason. Alter answer documents after testing—other than to check and erase stray marks, or to darken

answer bubbles. Share an actual test instrument in a public forum. Deviate from the prescribed administration procedures specified in the Examiner’s Manual or

procedures specified by MSDWT Administration in order to boost student performance. Make answer keys available to examinees. Participate in, direct, aid, counsel, assist, encourage, or fail to report any of the acts prohibited in

this section. Score student responses on the test locally before submitting the assessment for scoring to the

test contractor, as designated by the Indiana Department of Education (Statewide Assessments).



Testing Materials Procedures & Security

[State Standardized Tests] The Corporation Test Coordinator/Department Chair/Administrator must: Inventory and track assessment materials. Control the secure storage, distribution, administration, and collection of tests. Ensure that no tests are discussed and/or reproduced in any manner. Follow procedures located in testing manuals and those outlined by the MSDWT Guidebook. Display of Reference Materials The following kinds of materials MUST be covered or removed from walls or bulletin boards during testing in all rooms or areas in which students will be assessed: 1. All posted materials such as wall charts, visual aids, posters, graphic organizers, and

instructional materials that relate specifically to the content being assessed. This includes, but is not limited to, the following items: Multiplication tables Tables of mathematical facts or formulas Fraction equivalents Writing aids Punctuation charts Spelling or vocabulary lists Phonics charts

2. All reference materials that a reasonable person might conclude offers students in that

classroom or space an unfair advantage over other students.

The following materials MAY be posted: Alphabet Chart (containing letters only) Number Line (containing numbers only)

All guidelines regarding Article VII (Special Education) must be followed whether administering a local or statewide assessment. Consult the student’s teacher of record (TOR) if there are questions regarding the student’s IEP or ILP.

In addition to acknowledging receipt and understanding of the Test Security Procedures and Expectations Policy, teachers must meet all requirements of the

Indiana Department of Education, the United States Department of Education, and any applicable state statute regarding the assessment of students.

Administrative Guidelines for Teacher Performance Evaluations - Appendices


Appendix F

MSDWT Teacher Signature – Test Security Local Assessments

This acknowledgement form must be signed by any staff member responsible for the handling, administration, scoring, storage, transport, or development of assessments used in the Student Achievement and Growth Measure as part of the MSDWT Teacher Evaluation System. Acknowledgement of the receipt and understanding of the information below is required of all teachers and is IN ADDITION to any documentation required by any other agency or organization. Faculty will be required to complete any and all training and documentation related to required standardized testing through the state of Indiana or the United States Department of Education. I have read and understand the Test Security Procedures and Expectations Policy outlined in the Teacher Evaluation Guidebook of the MSD of Washington Township. I understand that, through my submission of student assessment data (either through physical or electronic means) to my evaluator, I am indicating that the information is correct and represents each student’s performance. I understand that, through my submission of assessment data I am indicating that I have followed all expectations outlined in the MSDWT Testing Procedures and Expectations. If my student assessment, used for teacher evaluation purposes, is a state administered assessment, I am indicating that I have read and understand the IDOE Code of Ethical Practices. I understand that noncompliance with the IDOE Code of Ethical Practices or MSDWT Testing Procedures and Expectations will result in a score of “0” in the applicable Student Achievement Measure as part of the Summative Evaluation, and may result in disciplinary action up to and including dismissal. Please print your name, sign, and return to the appropriate administrator. Print Name: __________________________________________________________ Signature: ___________________________________________________________ Position: _____________________________________________________________ Date: _____________________ School: ______________________________________________________________ This form is valid for the duration of the teacher’s employment with the MSD of Washington Township. This form shall be maintained on file by MSDWT Corporation. The district may require employees to review Procedures and Expectations and sign this form annually.

Assessment Glossary


Assessment Glossary

Algebra I End of Course Assessment (ECA) is a criterion-referenced assessment developed specifically for students (including 7th and 8th graders) completing their instruction in Algebra I. The test is aligned to the Indiana Academic Standards for Algebra I. Students must pass the Algebra I ECA to graduate from high school. http://www.doe.in.gov/achievement/assessment/end-course-assessments-ecas Criterion Referenced Test (CRT) is given at the end of each semester. Developmental Reading Assessment (DRA) is a formative assessment used for grades 1-3 to identify reading level and to determine whether more intensive services are needed. http://www.scholastic.com/parents/resources/article/book-selection-tips/assess-dra-reading-levels End of Course Assessment (ECA) is given by the state in Algebra, English 10, and Biology. Formative Assessments are part of the instructional process and provide data needed to adjust teaching and learning while it is happening. Indiana Statewide Testing for Educational Progress Plus (ISTEP+) measures student achievement in the subject areas of English/Language Arts and Mathematics (Grades 3 through 8, and 10), Science (Grades 4 and 6), and Social Studies (Grades 5 and 7). ISTEP+ reports student achievement levels according to the Indiana Academic Standards. An Applied Skills Assessment and a Multiple-Choice Assessment are used to measure these standards. http://www.doe.in.gov/achievement/assessment/istep-grades-3-8 IREAD-K – 2 http://www.doe.in.gov/achievement/assessment/iread-k-2 IREAD-3, given in March to all 3rd graders, is a state test identifying students needing remediation/possible retention for not reading on grade level. http://www.doe.in.gov/achievement/assessment/iread-3 Math AYP Assessment is a formative assessment given to identify strategies and skills that students in grades K – 5 did and did not learn. Math CFAs are formative assessments given in grades 1 - 5 that inform instruction and identify strategies and skills students did and did not learn. Math Facts Benchmarks are formative assessments given three times a year in grades 1–5 to identify strategies and skills students did and did not learn. NWEA MAP for Primary Grades (MPG) are computer adaptive interim assessments given three (3) times per year in grades K – 2 in reading and mathematics. They are untimed cross-grade assessments used to determine current educational levels. They are also used as a universal RTI screener. https://www.nwea.org/assessments/map/map-for-primary-grades/ LINK NO LONGER VALID NWEA Measures of Academic Progress (MAP) are computer adaptive interim assessments given three (3) times per year in grades 2 – 10 in reading, language usage, and mathematics. They are untimed cross-grade assessments used to determine current educational levels. They are also used as a universal RTI screener. https://www.nwea.org/assessments/map/ Reading CFAs are formative assessments given in grades 1 – 5 used to inform instruction and to identify strategies and skills that students did and did not learn.

http://www.doe.in.gov/achievement/assessment/end-course-assessments-ecas

http://www.scholastic.com/parents/resources/article/book-selection-tips/assess-dra-reading-levels

http://www.doe.in.gov/achievement/assessment/istep-grades-3-8

http://www.doe.in.gov/achievement/assessment/iread-3

https://www.nwea.org/assessments/map/map-for-primary-grades/

https://www.nwea.org/assessments/map/

Assessment Glossary


Skills Navigator (NWEA) are short classroom assessments given frequently (approximately once a week) that cover K – 8 skills in mathematics, reading comprehension, vocabulary, and language usage. They are used as Tier II progress monitoring tools. https://www.nwea.org/assessments/skills-navigator/ Summative Assessments are administered periodically to determine what students know. District examples are end-of-unit or chapter tests, end-of-term or semester exams, and state assessments. WIDA ACCESS are the annual assessments administered to K – 12 in late winter each school year, preceding the Applied Skills ISTEP+ assessment window. These assessments are given to students currently classified by LAS Links as Levels 1-4 and to students who have NOT received a Level 5 classification for two consecutive data points. These assessments test proficiency in the four domains of communication: reading, writing, speaking and listening. Writing CFAs are common formative assessments used to inform instruction to identify strategies and skills students did and did not learn.

https://www.nwea.org/assessments/skills-navigator/


Grade Pre-School SPED Ages 3-5

Primary Measure Behavior Language Assessment

Criteria Must include all students on caseload, as applicable. Must include students with identified significant developmental delays which may include

cognitive disabilities, autism spectrum disorder, traumatic brain injury, multiple disabilities and/or language impairment.

Must include students on teacher caseload for at least 90% of a semester or school year. Must have an IEP that includes classroom participation goal and objectives. Must include students who participate in the Behavioral Language Assessment.

Ineffective (1)

Improvement Necessary (2)

Effective (3)

Highly Effective (4)

32.99% or less met their individualized

target growth goal on the spring Behavioral

Language Assessment

33% – 50% met their individualized

target growth goal on the spring Behavioral

Language Assessment

50% + 1 – 74.99% met their

individualized target growth goal on the spring Behavioral

Language Assessment

75% or more met or exceeded their

individualized target growth goal on the spring Behavioral

Language Assessment

*In calculating the +1 student, evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Minimum number of assessments: Two (2). Timeline for assessment administration: Fall/Spring. Deadline for Data Collection: Fall- September 15/Spring- May 1 Method of Collection: Special Education teacher must complete Behavior Language

Assessment for each identified student and complete the MSDWT Preschool Student Achievement Measures Tracking Sheet.

Person responsible for reporting: By May 1, Special Education teacher must attach copies of the Behavior Language Assessment for each identified student to the MSDWT Preschool Student Achievement Measures Tracking Sheet and submit to the Coordinator of Special Services.

Document used for reporting: MSDWT Preschool Student Achievement Measures Tracking Sheet.

Instructions on saving and sending: By May 20, the Coordinator of Special Services will maintain the MSDWT Preschool Student Achievement Measures Tracking Sheet in teacher’s permanent file. The teacher will upload an electronic copy of the form to Standards for Success.

Secondary Measure I-STAR – KR (Interpersonal Skills, Learning & Responsibility Threads)

Criteria Must include all students on caseload, as applicable. Must include students with identified significant developmental delays which may include

cognitive disabilities, autism spectrum disorder, traumatic brain injury, multiple disabilities and/or language impairment.

Must include students on teacher caseload for at least 90% of a semester or school year. Must have an IEP that includes classroom participation goal and objectives. Must include students who participate in ISTAR-KR.

Ineffective (1)


Effective (3)



target growth goal on the spring ISTAR-KR

33% – 50% met their individualized target growth goal on the

spring ISTAR-KR

50% + 1 – 74.99% met their

individualized target growth goal on the

spring ISTAR-KR


individualized target growth goal on the spring ISTAR-KR

*In calculating the +1 student, evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Minimum number of assessments: Two (2). Timeline for assessment administration: Fall/Spring. Deadline for Data Collection: Fall- September 15/Spring- May 1 Method of Collection: Special Education teacher must complete ISTAR-KR online for each

identified student and complete the MSDWT Preschool Student Achievement Measures Tracking Sheet

Person responsible for reporting: By May 1, Special Education teacher must attach copies of the ISTAR-KR report for each identified student to the MSDWT Preschool Student Achievement Measures Tracking Sheet and submit to the Coordinator of Special Services.

Document used for reporting: MSDWT Preschool Student Achievement Measures Tracking Sheet.

Instructions on saving and sending: By May 20, the Coordinator of Special Services will

maintain the MSDWT Preschool Student Achievement Measures Tracking Sheet in teacher’s permanent file. The teacher will upload an electronic copy of the form to Standards for

Success.

Definition of Negative Impact on Student Learning

If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples

of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.

Example: Teacher receives a 1 on Primary Measure Teacher receives a 1 on Secondary Measure

Less than 50% of students earn at least a 70% on final exam If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the

Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will be reduced to a level no higher than Needs Improvement.


Grade K Gen Ed

Primary Measure NWEA (MPG) - Reading

Criteria Assessment data of students continuously enrolled in a teacher’s classroom on or before

the twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Measure.

Students that took part in each of the three NWEA Assessments (Fall, Winter, Spring). The teacher may appeal to include students that enrolled after the twentieth (20)

student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.

See guidance regarding ENL and Special Education.

Student Removal from Achievement Data

Ineffective (1)

Improvement Necessary

(2)

Effective (3)


Less than 33% of the students met their

projected RIT Score

33% to 50% of the students met their

projected RIT Score

50% +1 – 74.99% of the students met their projected RIT Score

75% or more of the students met their

projected RIT Score

*In calculating the +1 student, evaluator will consider .5 or greater as 1 student.

Data Collection and Reporting Procedures: Deadline for Collection of Data – Ten (10) Days After Last Assessment. Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report. Method of Collection Step 2 – NWEA Target Calculation Spreadsheet.

Method of Reporting –Upload NWEA Achievement Status and Growth Report and MSDWT NWEA Spreadsheet to Standard for Success (SFS).

Determining Students that Met or Exceeded the Target

Secondary Measure NWEA (MPG) - Math

Criteria Assessment data of students continuously enrolled in a teacher’s classroom on or

before the twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Measure.

Students that took part in each of the three NWEA Assessments (Fall, Winter, Spring).

The teacher may appeal to include students that enrolled after the twentieth (20) student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.

See guidance regarding ENL and Special Education. Student Removal from Achievement Data

Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score

*In calculating the +1 student, evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for Collection of Data – Ten (10) Days After Last Assessment. Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report.

Method of Collection Step 2 – NWEA Target Calculation Spreadsheet.

Method of Reporting –Upload NWEA Achievement Status and Growth Report and MSDWT NWEA Spreadsheet to Standard for Success (SFS).



If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed

summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student

Learning. Example:

Teacher receives a 1 on Primary Measure Teacher receives a 1 on Secondary Measure Less than 50% of students earn at least a 70% on final exam

If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the

summative score will be reduced to a level no higher than Needs Improvement.

http://www.msdwt.k12.in.us/wp-content/uploads/2015/09/MSDWT-Student-Removal-from-Achievement-Data.pdf

http://www.msdwt.k12.in.us/wp-content/uploads/2015/09/NWEA-SFS-Upload-Classroom-Process.pdf

http://www.msdwt.k12.in.us/wp-content/uploads/2016/05/NWEA-Growth-Target-Calculation-Form-5-16-1.xlsx

http://www.msdwt.k12.in.us/wp-content/uploads/2015/04/How-to-Add-Primary-and-Secondary-Measures-to-SFS.pdf


https://www.msdwt.k12.in.us/wp-content/uploads/2018/05/MSDWT_NWEA-Determining-Students-Meeting-Projected-Growth_TEV.pdf








Grade 1 Gen Ed




Students that took part in each of the three NWEA Assessments (Fall, Winter, Spring) The teacher may appeal to include students that enrolled after the twentieth (20)


See guidance regarding ENL and Special Education


Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score


Data Collection and Reporting Procedures: Deadline for Collection of Data – 10 Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and

MSDWT NWEA Spreadsheet to Standard for Success (SFS) Determining Students that Met or Exceeded the Target






See guidance regarding ENL and Special Education Student Removal from Achievement Data

Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score


Data Collection and Reporting Procedures:

Deadline for Collection of Data – 10 Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and




summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.

Example: Teacher receives a 1 on Primary Measure

Teacher receives a 1 on Secondary Measure Less than 50% of students earn at least a 70% on final exam
















Grade 2 Gen Ed







Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score

*In calculating the +1 student, evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures:








Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score





If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review

student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined

by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning. Example:


















Grade 3 Gen Ed

Primary Measure ISTEP+ ELA (Class Objectives – Bucketing)




Minimum Number of assessments to count in calculation - 1 Timeline/Deadlines for test administration-as determined by the IDOE assessment

calendar See Student Removal from Achievement Data regarding the inclusion and removal of

students from calculation of Primary or Secondary Student Measure.

Ineffective (1)


(2)

Effective (3)


Few students achieve content mastery

Less than significant number of students

achieve content mastery

Significant number of students achieve content mastery

Exceptional number of students achieve

content mastery

*The four categories will be determined on an individual classroom basis based on student data and administrative approval.

Data Collection and Reporting Procedures: Indiana Department of Education will be responsible for reporting teacher data to

principals for evaluation purposes. All Washington Township employees are responsible for adhering to state policy in

regards to the administration, security and handling of ISTEP+ materials. Any deviation must immediately be reported.

For all ISTEP administration procedures and policies please visit the Department of Education’s Office of Student Assessment webpage.

MSDWT Grade 3 Primary Measure Spreadsheet MSDWT Grade 3 Primary Measure Spreadsheet Instructions







Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score


Data Collection and Reporting Procedures: Deadline for Collection of Data – 10 Days After Last Assessment

Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and



If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of

standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.





Secondary Measure NWEA (MAP) - Math


http://www.doe.in.gov/achievement/assessment

http://www.msdwt.k12.in.us/wp-content/uploads/2013/05/Grade-3-Primary-Measure-Spreadsheet.xlsm

http://www.msdwt.k12.in.us/wp-content/uploads/2013/05/MSDWT-Grade-3-Primary-Measure-Spreadsheet-Directions.pdf








Grade 4 Gen Ed

Primary Measure ISTEP+ Math and ISTEP+ English

Criteria Only students enrolled in school for 162 days will count toward teacher effectiveness. Student must take ISTEP to count towards effectiveness. Effectiveness will be determined by median student growth per IDOE. See Student Removal from Achievement Data regarding the inclusion and removal of


Ineffective (1)


(2)

Effective (3)


Ratings will be determined by IDOE

based on median growth score.
















Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score






standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student

Learning. Example:


If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will be reduced to a level no higher than Needs Improvement.











Grade 5 Gen Ed

Primary Measure ISTEP+ Math and ISTEP+ English



Ineffective (1)


(2)

Effective (3)



















Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score




















Grade K-5 Art

Primary Measure Performance Assessment Rubric – Pre-Instruction

Drawing and Post-Instruction Drawing




Timeline/Deadlines for test administration – The Pre Test will be given the first two weeks in February. The Post Test will be given during the end of March.

Minimum Number of assessments to count in calculation - 1

Ineffective (1)


(2)

Effective (3)


20% of the final portraits contain at

least 5 of the 9 portrait requirements







Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions Instructions – Enter 9 for Assessment Points Possible and 56 for Proficiency Threshold Portrait Requirement Checklists

Secondary Measure Performance Assessment Rubric – Color

Assessment




Timeline/Deadlines for test administration – the class will be identified in August. The assessment will be given in the beginning of May.

Ineffective (1)


(2)

Effective (3)


40% of students earned 7 out of 10

points on the Secondary Test







Data Collection and Reporting Procedures: Deadline for collection of data – 10 student days following last assessment Method of collection – Teacher will report on the MSDWT One-Test Spreadsheet Person responsible for reporting – Teacher








http://www.msdwt.k12.in.us/wp-content/uploads/2013/04/MSDWT-Pre-Post-Test-Spreadsheet.xlsm

http://www.msdwt.k12.in.us/wp-content/uploads/2014/12/MSDWT-Pre-Post-Test-Directions.pdf


http://www.msdwt.k12.in.us/wp-content/uploads/2014/04/MSDWT-Portrait-Requirement-Checklist.pdf

http://www.msdwt.k12.in.us/wp-content/uploads/2013/04/MSDWT-One-Test-Measure-Spreadsheet-Master-do-not-modify.xlsm


Grade K-5 Media Specialist

Primary Measure Pre & Post Tests




Minimum Number of assessments to count in calculation – A pre-test and post-test will be administered.

Timeline/Deadlines for test administration-Pretest should be given within ten days of the beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation.

Pre/Post Test Guidance and Procedure Pre-Approval Form for School Based Assessments (2 Student Achievement Measures)

Ineffective (1)


(2)

Effective (3)


40% or less of the students achieved a

70% or higher on the assessment

40%+1 – 50% of the students achieved a


50%+1 – 60% of the students achieved a


>60%+1 of the students achieved a


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions

Secondary Measure Assessment Rubric on Student Research

Process




Assessment date will be gathered from the 3rd grade classes.

Ineffective (1)


(2)

Effective (3)


40% of students that qualify earned 8 out of

10 points on the Secondary Test.







Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teacher will report data on the MSDWT ES Media Secondary

Spreadsheet Person responsible for reporting - Teacher MSDWT One-Test Spreadsheet



student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed










Grade K-5 Music






Timeline/Deadlines for test administration – The Pre Test will be given the first month of school. The Post Test will be given during the last month of school.


Ineffective (1)


(2)

Effective (3)


Less than 33% of students met their

growth target

33% - 50% of the students met their

growth target

50%+1 – 74.99% of the students met their

growth target


growth target

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student.


Secondary Measure Aural Music Listening Test

Criteria

Assessment data of students continuously enrolled in a teacher’s classroom on or before the twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Measure.


Minimum number of assessments to count in calculation – A proficiency test will be administered.

Timeline/Deadlines for test administration – The Secondary Assessment will be administered during the first two weeks of February (in conjunction with the Post Test).

Pre-Approval Form for School Based Assessments (1 Student Achievement Measure)

Ineffective (1)


(2)

Effective (3)


Less than 60% of students performing at the proficient level

60%+1 - 70% of students performed at

the proficient level

70%+1 – 80% of students performed at


80%+1 or more of students performed at




Deadline for collection of data – By grade submission deadline Method of collection - Teachers will report data on the MSDWT One-Test Spreadsheet Person responsible for reporting - Teacher Instructions – Enter 100 for Assessment Points Possible and 70 for Proficiency

Threshold MSDWT One-Test Spreadsheet



standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined








http://www.msdwt.k12.in.us/wp-content/uploads/2013/03/MSDWT-Pre-Approval-Form-for-School-Based-Assessments-1-Stud-Measure.docx



Grade K-5 Physical Education






Timeline/Deadlines for test administration – The Pre Test will be given the first two weeks in February. The Post Test will be given during the first two weeks in April.


Ineffective (1)


(2)

Effective (3)


Less than 40% of the students met target on the assessment

40%+1 - 50% of the students met target on the assessment

50%+1 – 60% of the students met target on the assessment

>60%+1 of the students met target on the assessment

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions

Secondary Measure Performance Assessment Based on Content of

Post Test





Timeline/Deadlines for test administration – The Secondary Assessment will be administered during the first two weeks of February (in conjunction with the Post Test).

Ineffective (1)


(2)

Effective (3)


Less than 40% of students achieved a

100% on the assessment

40%+1 – 50% of students achieved a


50%+1 – 60% of students achieved a


>60%+1 of students achieved a 100% on

the assessment


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher MSDWT Elem PE Secondary Spreadsheet









http://www.msdwt.k12.in.us/wp-content/uploads/2013/05/PE-Secondary-Measure-Spreadsheet1.xlsm


Grade K-5 ENL

Primary Measure

WIDA-ACCESS for ELLs

Criteria Assessment data of students continuously enrolled and assigned to the teacher’s or

team’s caseload on or before the twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Measure.

If there are multiple ENL Teachers assigned to a school, the team will determine if student rosters for this Primary Measure are based on ELL’s in the school (Team) or on ELL’s assigned to an individual teacher.

Each teacher in the school will submit separate documentation even if data represents students assigned to the team within the school (in this case, each member would submit the same documentation).

The teacher may appeal to include students that enrolled after the twentieth (20) student day or were not continuously enrolled and assigned to the teacher’s or team’s caseload prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.

The data set must include all LEPs and all newly classified FEPs.

Ineffective (1)


(2)

Effective (3)


33% or below of students met WIDA

growth target

33%+1 to 50% of students met WIDA

growth target

50%+ 1 to 74.99% of students met WIDA

growth target

75% to 100% of students met WIDA

growth target


Data Collection and Reporting Procedures: WIDA-ACCESS for ELs testing will be conducted in late January through late February

and scores will be returned to the district and schools by early May. Deadline for Data Collection: By 10th school day after data is released. Reporting to your Evaluator and the ENL Coordinator: Each ENL teacher will report: 1)

the individual % of attainment. By the date required by the State, the ENL teacher shall upload an electronic copy of

the MSDWT Primary Measure ENL K-12 to Standard for Success and email a copy to the primary evaluator.

Secondary Measure

NWEA (MPG or MAP)



Students that took part in each of the three NWEA Assessments (Fall, Winter, Spring)



Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score

*In Calculating the +1 student, the evaluator will consider .5 or greater as 1 student

Data Collection and Reporting Procedures: Deadline for Collection of Data – 10 Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet

Method of Reporting –Upload NWEA Achievement Status and Growth Report and MSDWT NWEA Spreadsheet to Standard for Success (SFS)



If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative

assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.

Example: Teacher receives a one (1) on Primary Measure Teacher receives a one (1) on Secondary Measure

Less than 50% of students earn at least a 70% on final exam If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will be reduced to a level no higher than Needs Improvement.

http://www.msdwt.k12.in.us/wp-content/uploads/2017/05/MSDWT-Primary-Measure-ENL-2016-2017-1.pdf








Special Education Elementary Kindergarten







Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score


Data Collection and Reporting Procedures: Deadline for Collection of Data – Ten (10) Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and








Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score



Deadline for Collection of Data – Ten (1)0 Days After Last Assessment. Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and






Less than 50% of students earn at least a 70% on final exam If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating

score in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will be reduced to a level no higher than Needs Improvement.














Special Education Elementary Grade 1-2








Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score



Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and MSDWT

NWEA Spreadsheet to Standard for Success (SFS) Determining Students that Met or Exceeded the Target







Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score


Data Collection and Reporting Procedures: Deadline for Collection of Data – 10 Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and MSDWT

NWEA Spreadsheet to Standard for Success (SFS) Determining Students that Met or Exceeded the Target



standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential

standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.
















Special Education Elementary Grade 3-5

Primary Measure NWEA MAP - Reading







Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score



Deadline for Collection of Data – Ten (10) Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and


Secondary Measure NWEA MAP - Math






Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score



Deadline for Collection of Data – Ten (10) Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and





Learning. Example:



Grade K-5 Special Education (Alternate Curriculum)













Primary Measure Unique Learning System’s – Reading Benchmark (ULS)

Criteria Must include all students on caseload, as applicable Must include students with identified significant disabilities which may include cognitive

disabilities, autism spectrum disorder, traumatic brain injury, and/or multiple disabilities; and must be on your caseload for at least 90% of a semester or the school year

Must include students who have an IEP that includes a functional reading goal(s) and objectives or benchmarks

Must include students who participate in the Unique Learning System’s- Reading Benchmark

Ineffective (1)


(2)

Effective (3)


32.99% or less met their individualized target growth goal on the spring ULS-Reading Benchmark

33% – 49.99% met their individualized target growth goal on the spring ULS-Reading Benchmark

50% + 1 – 74.99% met their individualized target

growth goal on the spring ULS-Reading

Benchmark


individualized target growth ULS-Reading

Benchmark

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Minimum number of assessments: Two (2). Timeline for assessment administration: Fall/Spring Deadline for Data Collection: Fall – September 15 / Spring – May1 Method of Collection: Special Education teacher must complete the ULS’s Reading Benchmark

for each identified student and complete the MSDWT Primary Measure Report for SPED Alternative Curriculum: K-8.

Person responsible for reporting: By May 1, Special Education teacher must attach copies of the ULS Reading Benchmark for each identified student to the MSDWT SPED ULS Reading Benchmark Tracking Sheet and submit to the Coordinator of Special Services.

Document used for reporting: MSDWT SPED ULS Reading Benchmark Tracking Sheet.

Instructions on saving and sending: By May 20, the Coordinator of Special Services will

maintain the MSDWT Primary Measure Report for SPED Alternative Curriculum: K-8 in teacher’s permanent file. The teacher will upload an electronic copy of the form to Standards for Success.

Secondary Measure Unique Learning System’s – Math Benchmark (ULS)

Criteria Must include all students on caseload, as applicable Must include students with identified significant disabilities which may include cognitive

disabilities, autism spectrum disorder, traumatic brain injury, and/or multiple disabilities; and must be on your caseload for at least 90% of a semester or the school year

Must have an IEP that includes a functional math goal and objectives or benchmarks Must include students who participate in the Unique Learning System’s- Math Benchmark

Ineffective (1)


(2)

Effective (3)



target growth goal on the spring ULS-Math

Benchmark

33% – 50% met their individualized target growth goal on the spring ULS-Math

Benchmark

50% + 1 – 74.99% met their individualized target growth goal on the spring ULS-Math

Benchmark


individualized target growth on the spring ULS-Math Benchmark

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Minimum number of assessments: Two (2).

Timeline for assessment administration: Fall/Spring Deadline for Data Collection: Fall-September 15 / Spring – May1 Method of Collection: Special Education teacher must complete the ULS’s Reading Benchmark

for each identified student and complete the MSDWT SPED ULS Math Benchmark Tracking Sheet.

Person responsible for reporting: By May 1, Special Education teacher must attach copies of the ULS Reading Benchmark for each identified student to the MSDWT SPED ULS Math Benchmark Tracking Sheet and submit to the Coordinator of Special Services.

Document used for reporting: MSDWT SPED ULS Math Benchmark Tracking Sheet

Instructions on saving and sending: By May 20, the Coordinator of Special Services will maintain the MSDWT SPED ULS Math Benchmark Tracking Sheet in teacher’s permanent file. The teacher will upload an electronic copy of the form to Standards for Success.







http://www.msdwt.k12.in.us/wp-content/uploads/2016/06/MSDWT-SPED-ULS-Reaching-Benchmark-Tracking-Form.pdf

http://www.msdwt.k12.in.us/wp-content/uploads/2016/06/MSDWT-SPED-ULS-Math-Benchmark-Tracking-Sheet-5-10-16.pdf


Grade Primary K-5 Speech Therapist

Student Assessment Measure Pre & Post Tests

Criteria Must include a minimum of 5 students Must include students on your caseload for at least 90% of a semester or the school year. Students must have an IEP with articulation goal(s). Must include students with identified speech impairments who exhibit one or more

articulation errors which impede intelligibility as determined by standardized measure(s) (such as the Goldman Fristoe Test of Articulation)

Documentation must be submitted to support mastery of the targeted sound in stated positions of the word, phrase, or sentence( pre-test/post-test measures)

Must be approved by building administrator Pre/Post Test Guidance and Procedure Pre-Approval Form for School Based Assessments (2 Student Achievement Measures)

Ineffective (1)


(2)

Effective (3)


32.99% or less of the special education students met or exceeded their

individualized target goal for correctly articulating the

identified sound in stated positions of the

word, phrase, or sentence.

33-50% of the special education students

met or exceeded their individualized target

goal for correctly articulating the



50% +1-74.99 of the special education students met or exceeded their




75% or more of the special education students

met or exceeded their individualized target goal for correctly articulating the identified sound in stated positions of the



Data Collection and Reporting Procedures: Minimum number of assessments: Two (2) data points Timeline for assessment administration: Progress monitor across the school year. Deadline for Data Collection: By May 1, annually. Method of Collection: Speech/Language Pathologist must generate Individual Data Sheets

used for monitoring student progress on the targeted sound for each student and complete the MSDWT Student Achievement Measure Tracking Form K-5.

Person responsible for reporting: By May 15, Speech/Language Pathologist must attach copies of the Individual Data Sheets used for progress monitoring for each student and complete the MSDWT Student Achievement Measure Tracking Form K-5 and submit to his/her Building Principal.

Document used for reporting: MSDWT Speech Student Achievement Measure Tracking Form K-5

Instructions on saving and sending: By May 20, annually, the Building Principal will maintain the MSDWT Student Achievement Measure Tracking Form K-5 in teacher’s permanent file. The Speech/Language Pathologist will upload an electronic copy of the form to Standards for Success.


If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to

show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having

a Negative Impact on Student Learning.



http://www.msdwt.k12.in.us/wp-content/uploads/2017/04/MSDWT-Speech-Student-Achievement-Measure-Tracking-form-K-5.pdf

http://www.msdwt.k12.in.us/wp-content/uploads/2017/04/MSDWT-Speech-Student-Achievement-Measure-Tracking-form-K-5.pdf


Grade K-5 District Literacy Coach

Primary Measure ISTEP+ELA

Criteria Only students enrolled in school for 162 days will count toward teacher effectiveness. Student must take ISTEP to count towards effectiveness. Effectiveness will be determined by median student growth per IDOE.

Ineffective (1)


(2)

Effective (3)


Ratings will be

determined by IDOE based on median

growth score.

Ratings will be


growth score.

Ratings will be


growth score.

Ratings will be


growth score.





Secondary Measure NWEA (MPG) – Reading (K-2) District Results



Students that took part in each of the three NWEA Assessments (Fall, Winter, Spring) The teacher may appeal to include students that enrolled after the twentieth (20) student

day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.


Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score





If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show

achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having



Less than 50% of students earn at least a 70% on final exam








Grade K-5 District Math Coach

Primary Measure ISTEP+ Math



Ineffective (1)


Effective (3)


49% and below score 80%.

50-74% of the class scores 80%.

75 - 100% of the class scores 80%.

75-100% of the class score 80% and 25% of

those score above 80%.





Secondary Measure NWEA (MPG) – Math (K-2) Growth District

Results




The teacher may appeal to include students that enrolled after the twentieth (20) student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be

made to the primary evaluator. See guidance regarding ENL and Special Education.


Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score



Deadline for Collection of Data – Ten (10) Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet




If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade

level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.

Example:


If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on

Student Learning, the summative score will be reduced to a level no higher than Needs Improvement.

http://www.msdwt.k12.in.us/wp-content/uploads/2016/05/Student-Removal-from-Achievement-Data-5-13.pdf







Grade K-5 Language Arts Specialist

Primary Measure ISTEP+ELA



Ineffective

(1)

Improvement

Necessary (2)

Effective

(3)

Highly Effective

(4)













Secondary Measure NWEA (MPG) – Reading (K-2) School-wide

Results






Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score








Learning.



http://www.msdwt.k12.in.us/wp-content/uploads/2016/05/Student-Removal-from-Achievement-Data-5-13.pdf








Grade 1-5 Math Specialist



Ineffective (1)


Effective (3)


49% and below score 80%.

50-74% of the class scores 80%.

75 - 100% of the class scores 80%.

75-100% of the class score 80% and 25%

of those score above 80%.





Secondary Measure NWEA (MPG) – Math (K-2) Growth School-wide

Results






Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score







Learning. Example:











Grade 6-8 Art


Criteria First Semester Classes Only - Assessment data of students continuously enrolled in

a teacher’s classroom on or before the tenth (10th) student day will be included in the calculation of the Primary or Secondary Student Measure.


Minimum Number of assessments to count in calculation – A pre-test and post-test will

be administered. Timeline/Deadlines for test administration-Pretest should be given within ten days of the

beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation. If the pre/post -test is for use in a first semester course, the pretest should be given within the first ten days of the semester and the posttest given during the month of December. If the pre/post-test is for use in a second semester course, the pretest should be given within the first ten days of the semester and the post-test given in early May.


Ineffective (1)


Effective (3)



growth target


growth target

50% +1 – 74.99% of the students met their

growth target


growth target


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST

Spreadsheet Person responsible for reporting - Teacher MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions

Secondary Measure Final Studio Project

Criteria First Semester Classes Only - Assessment data of students continuously enrolled in

a teacher’s classroom on or before the tenth (10th) student day will be included in the calculation of the Primary or Secondary Student Measure.


Ineffective (1)


Effective (3)


<50% of students will meet a mastery level

of at least 80% on the Final Studio Project

50-59.9% of students will meet a mastery level of at least 80% on the Final Studio

Project

60-74.9% of students will meet a mastery level of at least 80% on the Final Studio

Project

75% of students will meet a mastery level

of at least 80% on the Final Studio Project

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teacher will report data on the MSDWT One-Test




student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential





http://www.msdwt.k12.in.us/wp-content/uploads/2016/06/Pre-Test-Post-Test-Guidance-and-Procedure.pdf

http://www.msdwt.k12.in.us/wp-content/uploads/2013/03/MSDWT-Pre-Approval-Form-for-School-Based-Assessments-2-Stud-Measures.docx





Grade 6-8 Computer Technology






be administered. Timeline/Deadlines for test administration-Pretest should be given within ten days of the beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation. If the pre/post -test is for use in a first semester course, the pretest should be given within the first ten days of the semester and the posttest given during the month of December. If the pre/post-test is for use in a second semester course, the pretest should be given within the first ten days of the semester and the post-test given in early May.


Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target



Spreadsheet Person responsible for reporting – Teacher MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions

Secondary Measure Post Test






beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation. If the pre/post -test is for use in a first semester course, the pretest should be given within the first ten days of the semester and the posttest given during the month of December. If the pre/post-test is for use in a second semester course, the pretest should be given within the first ten days of the semester and the post-test given in early May.

Pre-Approval Form for School Based Assessments (2 Student Achievement Measures)

Ineffective (1)


Effective (3)


Less than 50% of students scored at a mastery level of 70%

on the test

50% - 64.99 % of students scored at a mastery level of 70%

on the test

65% - 74.99% of students scored at a mastery level of 70%

on the test

75% or more of students scored at a mastery level of 70%

on the test

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT One-Test Spreadsheet Person responsible for reporting – Teacher MSDWT One-Test Spreadsheet




Learning. Example:

Teacher receives a 1 on Primary Measure Teacher receives a 1 on Secondary Measure











Grade 6 Individuals & Societies

Primary Measure Pre & Post Content/Skills Tests







Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target




Secondary Measure NWEA (MAP) - Reading

Criteria Assessment data of students continuously enrolled in a teacher’s classroom on or before the

twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Measure.

Students that took part in each of the three NWEA Assessments (Fall, Winter, Spring) The teacher may appeal to include students that enrolled after the twentieth (20) student

day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.



Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score
























Primary Measure ISTEP+




Student must take ISTEP to count towards effectiveness.

Ineffective (1)


Effective (3)


<55% of students passing ISTEP+

≥55% of students passing ISTEP+













Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score




















Primary Measure Pre & Post Content/Skills Tests





be administered. Timeline/Deadlines for test administration-Pretest should be given within ten days of

the beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation. If the pre/post -test is for use in a first semester course, the pretest should be given within the first ten days of the semester and the posttest given during the month of December. If the pre/post-test is for use in a second semester course, the pretest should be given within the first ten days of the semester and the post-test given in early May.


Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target










Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score








Learning.
















Grades 6-8 Language & Literature

Primary Measure ISTEP+ Language Arts



Ineffective (1)


Effective (3)





















Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score




















Grade 6-8 Language Arts Interventionist (including Read 180)



Ineffective (1)


Effective (3)

















Students that took part in each of the three NWEA Assessments (Fall, Winter, Spring). The teacher may appeal to include students that enrolled after the twentieth (20) student

day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation.

The teacher may appeal to include all students who were removed from the course at the end of semester one due to growth, but all of those students must be included, and the winter NWEA Reading score will be used for teacher evaluation. Appeals should be made to the primary evaluator.


Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score








Example:












Grade 6-8 Math




Ineffective (1)


Effective (3)



















made to the primary evaluator. See guidance regarding ENL and Special Education


Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score








Learning. Example:













Grade 6-8 Math Interventionist



Ineffective (1)


Effective (3)


Ratings will be

determined by IDOE

based on median

growth score.

Ratings will be

determined by IDOE

based on median

growth score.

Ratings will be

determined by IDOE

based on median

growth score.

Ratings will be

determined by IDOE

based on median

growth score.










made to the primary evaluator. See guidance regarding ENL and Special Education. Student Removal from Achievement Data

Ineffective

(1)

Improvement

Necessary (2)

Effective

(3)

Highly Effective

(4)

Less than 33% of the

students met their

projected RIT Score

33% to 50% of the

students met their

projected RIT Score

50% +1 – 74.99% of

the students met their

projected RIT Score

75% or more of the

students met their

projected RIT Score



















Grade 6-8 Media Specialist (Single Measure)

Student Achievement Measure

Media Specialist will co-teach a unit with a classroom teacher. The unit will be designed to address standards in either or both the classroom subject and media specialist standards. Students will be assessed by a collaboratively designed assessment (teacher and media specialist). The assessment may include open-ended questions, or multiple choice questions (refer to Rigor Analysis Information when designing assessment). The Student Achievement Measure as well as the assessment must be approved by the building principal prior to instructions for the purposes of suing the lesson or assessment for teacher

evaluation purposes.

Criteria To be included in the data for Student Achievement, students must be in attendance

at least 90% of the sessions of instruction. Pre-tests may be used for instructional purposes, but pre/post test data will not factor

in the rating for Student Achievement. Consult with principal to determine timeline for approval of lesson, assessments, and

deadlines for completion. Pre-Approval Form for School Based Assessments (1 Student Achievement Measure)

Ineffective (1)


(2)

Effective (3)


<33% of students achieve 80% mastery or higher on

assessment

33% - 50% of students achieve 80% mastery or

higher on assessment

50%+1 – 74.99% of students

achieve 80% mastery or higher

on assessment

>75% of students achieve 80%

mastery or higher on assessment

The lesson and assessment must be presented to the building principal and approved prior to instruction.

Use Group IV Pre-Approval Form for School Based Assessments.

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection –Media Specialist will report data on the MSDWT Spreadsheet Person responsible for reporting – Media Specialist MSDWT One-Test Measure Spreadsheet


If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level

locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having

a Negative Impact on Student Learning. Example:


If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative

rating score in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will be reduced to a level no higher than Needs Improvement.




Grade 6-8 Music




The teacher may appeal to include students that enrolled after the twentieth (20) student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator. Minimum Number of assessments to count in calculation – A pre-test and post-test will be administered.

Timeline/Deadlines for test administration-Pretest should be given within ten days of the beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation. If the pre/post -test is for use in a first semester course, the pretest should be given within the first ten days of the semester and the posttest given during the month of December. If the pre/post-test is for use in a second semester course, the pretest should be given within the first ten days of the semester and the post-test given in early May.


Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target



Secondary Measure ISSMA Organizational End of Year

Performances

Criteria The teacher may appeal to include students that enrolled after the twentieth (20)


Minimum Number of assessments to count in calculation- 1. ISSMA rubrics will be used for the classes without performances.

Ineffective

(1)

Improvement

Necessary (2)

Effective

(3)

Highly Effective

(4)

Bronze or Participation Rating

Silver Rating Gold Rating Gold with Distinction

Rating in Groups II, III & IV or Gold in Group I

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Person responsible for reporting – Teacher MSDWT Music 6-12 Secondary Measure Reporting form












http://www.msdwt.k12.in.us/wp-content/uploads/2016/07/MSDWT-Music-6-12-Secondary-Measure-Reporting-Form-Updated-6-2016-1.pdf


Grade 6-8 Physical Education/Health

Primary Measure Pre & Post Tests – Fitness Gram (Pacer Drill)





Ineffective (1)


Effective (3)


Less than 67% of the students demonstrated improvement on the

Pacer Drill

At least 67% of the students demonstrated improvement on the

Pacer Drill

At least 80% of all students demonstrated

25-49.9 % improvement on the

Pacer Drill

At least 80% of all students demonstrated

at least 50% improvement on the

Pacer Drill


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet

Person responsible for reporting – Teacher MSDWT MS Pre/Post Spreadsheet for Fitness Gram Instructions MSDWT MS Pre/Post Spreadsheet for Fitness Gram





Minimum Number of assessments to count in calculation – A pre-test and post-test will be administered. Students must be present for 90% of class periods prior to

administration of post-test. Timeline/Deadlines for test administration-Pretest should be given within ten days of



Ineffective (1)


Effective (3)


Less than 50% of students scored at a mastery level of 70%

on the test

50% - 64.99 % of students scored at a mastery level of 70%

on the test

65% - 74.99% of students scored at a mastery level of 70%

on the test

75% or more of students scored at a mastery level of 70%

on the test


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT One-Test Spreadsheet Person responsible for reporting – Teacher MSDWT One-Test Spreadsheet-350


If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student

learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the

teacher shall be determined to be having a Negative Impact on Student Learning. Example:




http://www.msdwt.k12.in.us/wp-content/uploads/2014/04/MS-PE-Pre-Post-Test-Form-50cut-Instructions-Mac.pdf

http://www.msdwt.k12.in.us/wp-content/uploads/2015/05/MS-PE-Pre-Post-Test-Form-50cut-360.xlsm

http://www.msdwt.k12.in.us/wp-content/uploads/2015/05/MS-PE-Pre-Post-Test-Form-50cut-360.xlsm


http://www.msdwt.k12.in.us/wp-content/uploads/2017/05/MSDWT-One-Test-Measure-Spreadsheet-350.xlsm


Grades 6 - 8 Reading


Criteria Only students enrolled in your class for 81 days during the first semester will count

toward teacher effectiveness. Student must take ISTEP to count towards effectiveness. Effectiveness will be determined by median student growth per Indiana Department of

Education (IDOE). See Student Removal from Achievement Data regarding the inclusion and removal of


Ineffective (1)


Effective (3)










Data Collection and Reporting Procedures: IDOE will be responsible for reporting teacher data to principals for evaluation purposes. All MSDWT employees are responsible for adhering to state policy in regards to the

administration, security and handling of ISTEP+ materials. Any deviation must immediately be reported.

For all ISTEP administration procedures and policies please visit the IDOE’s Office of

Student Assessment webpage.







Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score



Deadline for Collection of Data – 10 Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet




















Grade 6-8 Speech and Composition

Primary Measure NWEA Reading



Students who took part in each of the two consecutive NWEA Assessments (Fall to Winter, or Winter to Spring)



Since this is a semester long course, the growth targets for semester will be Fall to Winter, and the growth targets for semester two will be Winter to Spring.

Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score




Secondary Measure NWEA Language Usage



Students who took part in each of the two consecutive NWEA Assessments (Fall to Winter, or Winter to Spring)

The teacher may appeal to include students that enrolled after the twentieth (20) student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made

to the primary evaluator. See guidance regarding ENL and Special Education Student Removal from Achievement

Data Since this is a semester long course, the growth targets for semester will be Fall to

Winter, and the growth targets for semester two will be Winter to Spring.

Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score

























Grade 6 Science

Primary Measure ISTEP+

Criteria Only students enrolled in school for 162 days will count toward teacher effectiveness. Student must take ISTEP to count towards effectiveness.

Ineffective (1)


Effective (3)


<40% of students passing ISTEP+

40% - 49.99% of students passing

ISTEP+

50% - 63.99% of students passing

ISTEP+

64% or more of students passing

ISTEP+





Secondary Measure Pre & Post Nature of Science Tests



The teacher may appeal to include all students that enrolled after the twentieth (20) student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.



beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation.


Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target






Learning. Example:










Grades 7 - 8 Science

Primary Measure Pre & Post Content Tests






beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation.


Ineffective (1)


Effective (3)



growth target


growth target

50% +1 – 74.99% of the students met

their growth target


growth target



Secondary Measure Nature of Science Post Test




The test should be administered before the end of the first semester.

Ineffective (1)


Effective (3)


Less than 33% of students score at or above 70% on the

Post Test

33-50% of students score at or above 70%

on the Post Test

50%+1-74.99% of students score at or above 70% on the

Post Test

75% or more of students score at or above 70% on the

Post Test


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting – Teacher

MSDWT One-Test Spreadsheet




Learning. Example:









Grade 6-8 World Languages - Chinese

Primary Measure Post Test – Oral Exam




Ineffective (1)


Effective (3)



Post Test


on the Post Test


Post Test


Post Test

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT One-Test Spreadsheet Person responsible for reporting – Teacher

Secondary Measure Post Test Only – Written Exam




Ineffective (1)


Effective (3)



Post Test


on the Post Test


Post Test


Post Test





Example: Teacher receives a one (1) on Primary Measure

Teacher receives a one (1) on Secondary Measure Less than 50% of students earn at least a 70% on final exam





Grade 6-8 World Languages – French

Primary Measure Post Test – Listening Comprehension




Ineffective (1)


Effective (3)



Post Test


on the Post Test


Post Test


Post Test


Secondary Measure Post Test – Written Exams




Ineffective (1)


Effective (3)



Post Test


on the Post Test


Post Test


Post Test










Grade 6-8 World Languages – Spanish

Primary Measure Post Test – (MYP Criterion D – Reading Exam)




Ineffective (1)


Effective (3)


Less than 33% of students met WIDA

growth target

33-50% of students met WIDA growth target

50%+1-74.99% of students met WIDA

growth target

75% or more of students met WIDA

growth target


Secondary Measure Post Test (MYP Criterion D – Oral Exam)




Ineffective (1)


Effective (3)



Post Test


on the Post Test


Post Test


Post Test






Teacher receives a one (1) on Primary Measure Teacher receives a one (1) on Secondary Measure Less than 50% of students earn at least a 70% on final exam





Grade 6-8 ENL

Primary Measure WIDA-ACCESS for ELLs




Each teacher in the school will submit separate documentation even if data represents students assigned to the team within the school (in this case, each member would submit

the same documentation). The teacher may appeal to include students that enrolled after the twentieth (20) student

day or were not continuously enrolled and assigned to the teacher’s or team’s caseload prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.


Ineffective (1)


Effective (3)


33% or below of students met WIDA

growth target

33%+1 to 50% of students met WIDA

growth target

50%+ 1 to 74.99% of students met WIDA

growth target

75% to 100% of students met WIDA

growth target

*In calculating the +1 student, the evaluator will consider .5 or greater as one (1) student.



the individual % of attainment. By the date the State requires, the ENL teacher shall upload an electronic copy of the

MSDWT Primary Measure ENL K-12 to Standard for Success and email a copy to the primary evaluator. This form will need to be created.

Secondary Measure NWEA MAP






Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score








Less than 50% of students earn at least a 70% on final exam If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score

in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will be reduced to a level no higher than Needs Improvement.









Grade 9-12 ENL

Primary Measure WIDA-ACCESS for ELLs




Each teacher in the school will submit separate documentation even if data represents students assigned to the team within the school (in this case, each member would

submit the same documentation). The teacher may appeal to include students that enrolled after the twentieth (20)

student day or were not continuously enrolled and assigned to the teacher’s or team’s caseload prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.


Ineffective (1)


Effective (3)


33% or below of students maintain or increase overall level

33%+1 to 50% of students maintain or increase overall level

50%+ 1 to 74.99% of students maintain or increase overall level

75% to 100% of students maintain or increase overall level




the individual % of attainment. By the date the State requires, the ENL teacher shall upload an electronic copy of the

MSDWT Primary Measure ENL K-12 to Standard for Success and email a copy to the primary evaluator. This form will need to be created.

Secondary Measure IB Unit Project



The teacher may appeal to include students that enrolled after the twentieth (20) student day or were not continuously enrolled and assigned to the teacher’s or team’s caseload prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.

Ineffective (1)


Effective (3)


Less than 33% of students score at or

above 70% on the IB Unit Project

33-50% of students score at or above 70% on the IB Unit Project

50%+1-74.99% of students score at or


75% or more of students score at or



Data Collection and Reporting Procedures: All ENL students will participate in the IB Unit Project set for the post tests for the high

school. Deadline for collection of data – By grade submission deadline Teachers will use testing data and any past data to select a minimum of 5 students for the

Student Learning Objective. Evaluators must approve the selected students for each ENL teacher.

Timeline for assessment administration: The ENL teacher(s) will collaborate with Evaluator(s) to determine

Method of Collection: The ENL teacher will collect their secondary measure data using the MSDWT One-Test Spreadsheet. The teacher will enter the IB Unit Project performance data for each of the selected students and determine the percentage of students that met or exceeded the measure.

Person responsible for reporting: By 10 days after Spring Benchmark, the ENL Teacher must calculate the percentage of students that met or exceeded the measure and report that information to his/her Evaluator.

Instructions on saving and sending: By the end of the last student day each school year, the Evaluator must place documentation indicating the ENL teacher’s secondary measure rating in his/her permanent file. The ENL teacher will upload an electronic copy of the MSDWT One-

Test Spreadsheet to Standard for Success.

Definition of Negative Impact on Student Learning If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples




If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the



http://www.msdwt.k12.in.us/wp-content/uploads/2015/02/MSDWT-ENL-Secondary-One-Test-Measure-Spreadsheet-2014-15.xlsm


Grade 6-8 Special Education

Primary Measure NWEA MAP - Reading







Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score




Secondary Measure ISTEP+, English/Language Arts or Math

Criteria Special education teacher teaches at least a partial schedule in a resource room. Must include all students for whom the teacher is providing resource services for at

least 90% of a semester or the school year. Must include students with identified disabilities who are administered the ISTEP+ in

grades 6, 7 or 8. Probe selected for reporting purposes will be based on a collaborative discussion

between the administrators; administrator must make the final decision regarding which probe will be used for data collection.

Ineffective (1)


Effective (3)


The percentage of special education

students in grades 6, 7 or 8 passing the

ISTEP+ ELA or math was 24.99% or less.



ISTEP+ ELA or math was 25% - 49.99%.



ISTEP+ ELA or math was *50% +1 -

74.99%.



ISTEP+ ELA or math was 75% or more.


Data Collection and Reporting Procedures: Timeline for assessment administration: Teachers administer the ISTEP+ on dates

designated by the IDOE. Deadline for Collection: When the ISTEP+ on-line reports are made available by the

IDOE. Method of Collection: Director of Special Services/designee will review IDOE reports:

Disaggregated ISTEP+ ELA Results for Special Education by School for Corporations. Person responsible for reporting: Director of Special Services/designee will report to

the Building Principals and Special Education teachers the percentage of special education students passing the ISTEP+ in Grades 6, 7 or 8 and the MSD’s median percent passing for special education.

Document used for reporting: MSDWT Secondary Measure Report for Special Education 6-8

Instructions on saving and sending: The MSDWT Secondary Measure report for

Special Education 6-8 will be maintained in each teacher’s permanent file. The teacher will upload an electronic copy of the form to Standards for Success.


If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.



If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the Effective or Highly Effective

range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will be reduced to a level no higher than Needs Improvement.








Grade 6-8 SPED Core+ Classes

Primary Measure Grades 6 & 7: 70+Lexile Growth Using Achieve 3000

Grade 8: 50+Lexile Growth Using Achieve 3000

Criteria Special education teacher teaches Core + class for reading instruction. Section selected will be based on collaborative discussion between the administrators

with final approval from the administrator. All students with identified disabilities who are assigned to a Core + section for a teacher

will be the group of student’s for the teacher’s student learning rating. Must include students in the class for at least 90% of a semester or the school year.

Ineffective (1)


Effective (3)


<33% of students

adequate Lexile growth on ACHIEVE 3000.

33 – 50% of adequate

Lexile growth on ACHIEVE 3000.

*50% +1 – 74.99% of

adequate Lexile growth on ACHIEVE 3000.

75% or more of adequate

Lexile growth on ACHIEVE 3000.

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures:

Students will participate in the ACHIEVE Level set for middle schools. Method of Collection: Special teacher will be provided with a blank copy of the MSDWT

Teacher Measures Report for Special Education Teacher 6-8. The special education teacher will enter the selected students into the MSDWT Teacher Measures Report for Special Education Teacher 6-8 along with the student’s fall and the spring score. The special education teacher will determine the percentage of students that met or exceeded the measure.

Person responsible for reporting: By 10 days after Spring Benchmark, the special education teacher must calculate the percentage of students who met or exceeded the measure. He/she will enter the information on the MSDWT Teacher Measures Report for Special Education 6-8 and submit to the Building Principal/designee. The Building Principal/designee will assign the final ratings for the primary measure for the special education teacher and complete the MSDWT Teacher Measures Report for Special Education 6-8 for each special education resource teacher.

Document used for reporting: MSDWT Teacher Measures Report for Special Education Teacher 6-8 The Building Principal/designee will send the completed MSDWT Teacher Measures

Report for Special Education Teacher 6-8 to the special education resource teacher. The

MSDWT Teacher Measures Report for Special Education Teacher 6-8 will be maintained in each teacher’s permanent file. The teacher must upload an electronic copy of the form to Standards for Success.

Secondary Measure ISTEP+, English/Language Arts or Math

Criteria Special education teacher teaches at least a partial schedule in a resource classroom. All students for whom the teacher is providing resource services for at least 90% of a

semester or the school year. Probe selected for reporting purposes will be based on a collaborative discussion


Must include students in the class for at least 90% of a semester or the school year. Probe selected for reporting purposes will be based on a collaborative discussion


Ineffective (1)


Effective (3)


The percentage of special education students in

grades 6, 7 or 8 passing the ISTEP+ ELA or math

was 24.99% or less.



was 25% - 49.99%.

The percentage of special

education students in grades 6, 7 or 8 passing

the ISTEP+ ELA or math was *50% +1 - 74.99%

or more.



was 75% or more.


Data Collection and Reporting Procedures: Timeline for assessment administration: Teachers administer the ISTEP+ on dates

designated by the IDOE. Deadline for Collection: When the ISTEP+ on-line reports are made available by the

IDOE. Method of Collection: Director of Special Services/designee will review IDOE reports:

Disaggregated ISTEP+ ELA Results for Special Education by School for Corporations. Person responsible for reporting: Director of Special Services/designee will report to

the Building Principals and Special Education teachers the percentage of special education students passing the ISTEP+ in Grades 6, 7 or 8 and the MSD’s median percent passing for special education.

Document used for reporting: MSDWT Teacher Measures Report for Special Education Teacher 6-8

Instructions on saving and sending: The MSDWT Secondary Measure report for Special Education 6-8 will be maintained in each teacher’s permanent file. The teacher will upload an electronic copy of the form to Standards for Success.

http://www.msdwt.k12.in.us/wp-content/uploads/2013/05/MSDWT-SPED-Achieve3000-Report2.docx

http://www.msdwt.k12.in.us/wp-content/uploads/2013/05/MSDWT-SPED-Achieve3000-Report2.docx


Grade 6-8 SPED Self-Contained Classes

Primary Measure NWEA (MAP) - Reading






Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score




Secondary Measure NWEA Math






Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score


their projected RIT Score


projected RIT Score

*In calculating the +1 student, evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for Collection of Data – 10 Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and





















Grade 6-8 SPED (Life Skills – Alternate Curriculum)

Primary Measure Unique Learning System’s – Reading Benchmark (ULS)

Criteria

Must include a minimum of five (5) students.

Must include students with identified significant disabilities which may include cognitive disabilities, autism spectrum disorder, traumatic brain injury, and/or

multiple disabilities; and must be on your caseload for at least 90% of a semester or the school year.

Must include students who have an IEP that includes a functional reading goal(s) and objectives or benchmarks.

Must include students who participate in the Unique Learning System’s- Reading Benchmark.

Ineffective

(1)


Effective (3)



target growth goal on the spring ULS-Reading

Benchmark

33% – 49.99% met their individualized target growth goal on the spring ULS-Reading Benchmark

*50% + 1 – 74.99% met their

individualized target growth goal on the spring ULS-Reading

Benchmark


individualized target growth ULS-Reading

Benchmark



Minimum number of assessments: Two (2) Timeline for assessment administration: Fall/Spring

Deadline for Data Collection: Fall-September 15 / Sprint – May1 Method of Collection: Special Education teacher must complete the ULS’s Reading

Benchmark for each identified student and complete the MSDWT SPED ULS Reading Benchmark Tracking Sheet.

Person responsible for reporting: By May 1, Special Education teacher must attach copies of the ULS Reading Benchmark for each identified student to the MSDWT

SPED ULS Reading Benchmark Tracking Sheet and submit to the Coordinator of Special Services.

Document used for reporting: MSDWT SPED ULS Reading Benchmark Tracking Sheet

Instructions on saving and sending: By May 20, the Coordinator of Special Services will maintain the MSDWT SPED ULS Reading Benchmark Tracking Sheet in teacher’s permanent file. The teacher will upload an electronic copy of the form to Standards for Success.

Secondary Measure Unique Learning System’s – Math Benchmark (ULS)

Criteria Must include a minimum of five (5) students. Must include students with identified significant disabilities which may include

cognitive disabilities, autism spectrum disorder, traumatic brain injury, and/or multiple disabilities; and must be on your caseload for at least 90% of a semester or the school year.

Must have an IEP that includes a functional math goal and objectives or benchmarks. Must include students who participate in the Unique Learning System’s- Math

Benchmark.

Ineffective (1)


Effective (3)



target growth goal on the spring ULS-Math

Benchmark

33% – 50% met their individualized target growth goal on the spring ULS-Math

Benchmark

*50% + 1 – 74.99% met their

individualized target growth goal on the spring ULS-Math

Benchmark


individualized target growth on the spring ULS-Math Benchmark

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Minimum number of assessments: Two (2) Timeline for assessment administration: Fall/Spring Deadline for Data Collection: Fall-September 15 / Spring – May1 Method of Collection: Special Education teacher must complete the ULS’s Reading Benchmark

for each identified student and complete the MSDWT SPED ULS Math Benchmark Tracking Sheet.

Person responsible for reporting: By May 1, Special Education teacher must attach copies of the ULS Math Benchmark for each identified student to the MSDWT SPED ULS Math Benchmark Tracking Sheet and submit to the Coordinator of Special Services.

Document used for reporting: MSDWT SPED ULS Math Benchmark Tracking Sheet Instructions on saving and sending: By May 20, the Coordinator of Special Services will

maintain the MSDWT SPED ULS Math Benchmark Tracking Sheet in teacher’s permanent file. The teacher will upload an electronic copy of the form to Standards for Success.




teacher shall be determined to be having a Negative Impact on Student Learning. Example: Teacher receives a 1 on Primary Measure



http://www.msdwt.k12.in.us/wp-content/uploads/2016/05/MSDWT-SPED-ULS-Reading-Benchmark-Tracking-Sheet-5-51-16.docx

http://www.msdwt.k12.in.us/wp-content/uploads/2016/05/MSDWT-SPED-ULS-Reading-Benchmark-Tracking-Sheet-5-51-16.docx

http://www.msdwt.k12.in.us/wp-content/uploads/2016/05/MSDWT-SPED-ULS-Math-Benchmark-Tracking-Sheet-5-10-16.docx


Grade 6-8 Speech Therapist

Student Assessment

Measure Pre & Post Tests

Criteria Must include a minimum of five (5) students. Must include students on your caseload for at least 90% of a semester or the school

year. Students must have an IEP with articulation goal(s). Must include students with identified speech impairments who exhibit one or more

articulation errors which impede intelligibility as determined by standardized measure(s) (such as the Goldman Fristoe Test of Articulation

Documentation must be submitted to support mastery of the targeted sound in stated

positions of the word, phrase, or sentence( pre-/post-test measures) Must be approved by building administrator

Ineffective (1)


Effective (3)




identified sound in stated positions of

the word, phrase, or sentence.

33-50% of the special education students met or exceeded their




50% +1-74.99% of the special education

students met or exceeded their




75% or more of the special education students met or exceeded their






Minimum number of assessments: Two (2) data points. Timeline for assessment administration: Progress monitor across the school year. Deadline for Data Collection: May 1st Method of Collection: Speech/Language Pathologist must generate Individual Data

Sheets used for monitoring student progress on the targeted sound for each student and complete the MSDWT Summary Primary Measure Report for Special Education- Speech Language.

Person responsible for reporting: By May 15th: Speech/Language Pathologist must attach copies of the Individual Data Sheets used for progress monitoring for each student and complete the MSDWT Summary Primary Measure Report for Special Education- Speech/Language and submit to his/her Building Principal.

Document used for reporting: MSDWT Summary Primary Measure Report for Special Education- Speech Language.

Instructions on saving and sending: By May 20th, the Building Principal will maintain the MSDWT Summary Primary Measure Report in teacher’s permanent file. The Speech/Language Pathologist will upload an electronic copy of the form to Standards for Success.









Grade 6-8 District Literacy Coach

Primary Measure ISTEP+ Growth for all Middle Schools

(From A Selected Group of Teachers)

Criteria Students are required to be enrolled for 162 days. Minimum Number of assessments to count in calculation. Students must have completed all ELA ISTEP+ Tests. ISTEP+ Tests must be administered within the state-mandated testing window.

Ineffective (1)


Effective (3)


Ratings will be determined by IDOE based on median growth score.




*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Indiana Department of Education will be responsible for reporting teacher data to




Secondary Measure NWEA MAP - Reading District Results

Criteria






Ineffective (1)


Effective (3)


Less than 33% of the students met their projected RIT Score

33% to 50% of the students met their projected RIT Score


75% or more of the students met their projected RIT Score

*In calculating the +1 student, evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for Collection of Data – 10 Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet Method of Reporting –Upload NWEA Achievement Status and Growth Report and

















Grade 6-8 District Math Coach

Primary Measure District Wide Middle School Math ISTEP Growth

Results

Criteria Students are required to be enrolled for 162 days. Minimum Number of assessments to count in calculation. Students must have completed all ELA ISTEP+ Tests. ISTEP+ Tests must be administered within the state-mandated testing window.

Ineffective (1)


Effective (3)


Ratings will be


growth score.

Ratings will be


growth score.

Ratings will be


growth score.

Ratings will be


growth score.






Secondary Measure NWEA MAP - Math District Results





See guidance regarding ENL and Special Education


Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score







summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student

Learning. Example:












Grade 6-8 Middle School AVID

Primary Measure NWEA (MAP) - Reading



Students that took part in each of the three NWEA Assessments (Fall, Winter,

Spring) The teacher may appeal to include students that enrolled after the twentieth (20)

student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be

made to the primary evaluator. See guidance regarding ENL and Special Education.


Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score










Ineffective (1)


(2)

Effective (3)



projected RIT Score


projected RIT Score



projected RIT Score

*In Calculating the +1 student, the evaluator will consider .5 or greater as 1 student







Example: Teacher receives a one (1) on Primary Measure

Teacher receives a one (1) on Secondary Measure Less than 50% of students earn at least a 70% on final exam















Opportunity / Transition

Positive Growth on Math Facts (Single Measure)

Single Measure Percentage of Students demonstrating a positive growth trend on their Math Facts Proficiency.

Pre-Test: April 9 Post-Test: May 11


before the twentieth (20) student day will be included in the calculation of the Primary

or Secondary Student Achievement Measure. (SINGLE)

The teacher may appeal to include that enrolled after the twentieth (20) student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.

Assessment data of students continuously enrolled in a teacher’s classroom on or before the tenth (10) student day of the semester will be included in the calculation

of the Primary or Secondary Student Achievement Measure. (SINGLE) The teacher may appeal to include students that enrolled after the twentieth (20)

student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be

made to the primary evaluator.

Ineffective

(1) Improvement Necessary (2)

Effective (3) Highly Effective (4)

Less than 33% of the students met their growth target.

33-50% of the students met their growth target.

50%+1-74.99% of the students met their growth target.

75% or more of the students met their growth target.









Middle School Counselors (Single Measure)

Single Measure 21st Century Scholars

Criteria Middle School counselors are a single measure group. Each counselor’s student measure

will be based on the percentage of eligible students enrolled as 21st Century Scholars. The actual count will be based solely on eligible eighth grade students who are a part of

the counselor’s caseload. If a student applies as a 21st Century Scholar because he/she is eligible for free or reduced

lunch and the state denies him/her, those students will be removed from the data spreadsheet. The counselor needs to include the name of the students as well as the fact that the state denied the student’s application.

Students have until June 30 to enroll, so this measure will not be reported to the evaluator until the beginning of the following school year.

Ineffective (1)


Effective (3)


Less than 26% of

eligible 8th grade students enrolled

Less than 45% and greater than 26% of

eligible 8th grade students enrolled

Less than 55% and greater than or equal

to 45% of eligible 8th grade students

enrolled

Greater than 55%

of eligible 8th grade students enrolled

Data Collection and Reporting Procedures: Deadline for collection of data – 5th day of the following school year. Method of collection. Person responsible for reporting – Counselor. MSDWT 21st Century Scholars Spreadsheet








http://www.msdwt.k12.in.us/wp-content/uploads/2016/09/MSDWT-21st-Century-Scholars-Spreadsheet.xlsm


Grade 9-12 Business / Marketing / IT

Primary Measure Pre & Post Timed Writing Test




Minimum Number of assessments to count in calculation – A pre-test and post-test will be administered. Timeline/Deadlines for test administration-Pretest should be given

within ten days of the beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation. If the pre/post -test is for use in a first semester course, the pretest should be given within the first ten days of the semester and the posttest given during the month of December. If the pre/post-test is for use in a second semester course, the pretest should be given within the first ten days of the semester and the post-test given in early May.


Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline. Method of collection – Teachers will report data on the MSDWT PRE/POST

Spreadsheet. Person responsible for reporting – Teacher. MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions

Secondary Measure School Wide Pre & Post Assessment Test







Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline. Method of collection – Teachers will report data on the MSDWT PRE/POST







I f the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will

be reduced to a level no higher than Needs Improvement.












Grade 9-12 JEL Career Center

Primary Measure Pre & Post Assessment Per Program







Ineffective (1)


Effective (3)



growth target


growth target


their growth target


growth target


Secondary Measure Core Indicator Results

Criteria





Ineffective (1)


Effective (3)



growth target


growth target


their growth target


growth target

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST





Learning.

Example:













Grade 9 English (Non-State Tested)

Primary Measure 2nd Semester CRT




Ineffective (1)


Effective (3)



CRT

33-50% of students score at or above 70% on the CRT


CRT


CRT

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the One-Test Spreadsheet Person responsible for reporting – Teacher MSDWT One-Test Spreadsheet

Secondary Measure NWEA (MAP) - READING







Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score




projected RIT Score

*In calculating the +1 student, evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for Collection of Data – 10 Days After Last Assessment Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report Method of Collection Step 2 – NWEA Target Calculation Spreadsheet


















Grade 10 English 10 – All Sections

Primary Measure Grade 10 ISTEP+

Criteria The pass rate will be based on the percentage of all NCHS test takers. The NCHS pass rate will be compared with the average pass rate of all Marion County

Marion County Districts with the exception of IPS. Timeline for test administration will be determined by the IDOE assessment calendar.

Ineffective (1)


Effective (3)


An average passing rate that is lower than the average passing rate of all

Marion County schools excluding

IPS

An average passing rate that is less than the average passing

rate of all Marion County school

districts but not more than 3% less than the average passing rate of all

Marion County school districts excluding IPS

An average passing rate that is equal to

or less than 3% higher than the average passing rate of all Marion

County school districts excluding

IPS

An average passing rate that is at least 3% higher than the

average passing rate of all Marion

County school districts excluding

IPS

Data Collection and Reporting Procedures: Method of collection – Indiana Department of Education will be responsible for reporting

pass rates to school districts. The MSDWT Office of Grants and Assessment will provide the official pass rate for NCHS

as well as the average pass rate for Marion County districts minus IPS. The NCHS Language Arts Department Chair will communicate the rating for all English

10 teachers. The NCHS Language Arts Department Chair will enter the rating for all teachers in

Standard for Success (SFS) when completing the teachers’ SFS Finalization Worksheet.

Secondary Measure NWEA (MAP) READING







Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score




projected RIT Score

*In calculating the +1 student, evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures:






Learning. Example:


If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating









Grade 11 and 12 English

Primary Measure 2nd Semester CRT




Ineffective (1)


Effective (3)



CRT

33-50% of students score at or above 70% on the CRT


CRT


CRT


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline. Method of collection – Teachers will report data on the One-Test Spreadsheet. Person responsible for reporting – Teacher. MSDWT One-Test Spreadsheet

Secondary Measure Pre & Post Test




Ineffective (1)


Effective (3)



above 70% on the Pre & Post Test

33-50% of students score at or above 70% on the Pre &

Post Test






Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline. Method of collection – Teachers will report data on the MSDWT PRE/POST













Grade 9 - 12 Family and Consumer Science


Criteria







Ineffective (1)


Effective (3)



growth target


growth target


their growth target


growth target


Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST

Spreadsheet

Person responsible for reporting - Teacher MSDWT PRE/POST Spreadsheet

MSDWT PRE/POST Spreadsheet Instructions

Secondary Measure Pre & Post Tests - Vocabulary







Ineffective (1)


Effective (3)



growth target


growth target


their growth target


growth target




If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally

determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.


Less than 50% of students earn at least a 70% on final exam If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the Effective or Highly Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will

be reduced to a level no higher than Needs Improvement.










Counselors – North Central HS (Single Measure)

Single Measure Pre & Post on Graduation Requirements

Criteria To be included in the data for Student Achievement, students must be in attendance at

least 90% of the sessions of instruction. Minimum Number of assessments to count in calculation – A pre-test and post-test will

be administered. Students must be present for 90% of class periods prior to administration of post-test.


Pre/Post Test Guidance and Procedure Pre-Approval Form for School Based Assessments (1 Student Achievement Measure)

Ineffective (1)


Effective (3)


Less than 33% of the

students met their growth target

33% to 50% of the


50% +1 – 74.99% of

the students met their growth target

75% or more of the




Deadline for collection of data – By grade submission deadline.

Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet.

Person responsible for reporting – Counselor. MSDWT PRE/POST Spreadsheet




Example:








Grade 9 - 12 Learning Center Coordinator (Single Measure)

Single Measure Pre and Post Tests

Criteria Targeted group will be the Newcomers Class To be included in the data for Student Achievement, students must be in attendance

at least 90% of the sessions of instruction. Minimum Number of assessments to count in calculation – A pre-test and post-test will

be administered. Students must be present for 90% of class periods prior to administration of post-test.



Ineffective (1)


Effective (3)



growth target


growth target


their growth target


growth target




If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level

locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a

Negative Impact on Student Learning. Example:









Grade 9 - 12 Media Specialist (Single Measure)

Single Measure Grade 10 ELA ISTEP +



Ineffective (1)


(2)

Effective (3)


≤ 3% The average passing

rate of Marion Co. Districts - IPS

≤ (up to 3%) The average passing


≥ The average passing


≥ 3% The average passing rate of

Marion Co. Districts – IPS



as well as the average pass rate for Marion County districts minus IPS. The NCHS Information Center Department Chair will communicate the rating for all

teacher-librarians. The NCHS Information Center Department Chair will enter the rating for all teachers-

librarians in Standard for Success (SFS) when completing the teachers’ SFS Finalization Worksheet.


If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator

will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade







Grade 9 - 12 Reading Specialist (Single Measure)

Single Measure Percent of Students Earning 6 or More

Credits Each Semester

Criteria Students are required to be enrolled for 81days per semester. Minimum Number of assessments to count in calculation Pre-Approval Form for School Based Assessments (1 Student Achievement Measure)

Ineffective (1)


Effective (3)


Less than 60% of Bridge students earn 6 credits or more 1st

semester

60 – 74.99% of Bridge students earn 6 credits or more 1st

semester

75-79.99% of Bridge students earn 6

credits or more 1st semester

80% or more of Bridge students earn 6 credits or more 1st

semester

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline. Person responsible for reporting – Counselor.









Grade 9 - 12 Algebra 1 CP & ELL

Primary Measure ISTEP + Math



Ineffective (1)


Effective (3)


An average passing

rate that is lower than 3% less than the

average passing rate of all Marion County

school districts excluding IPS

An average passing

rate that is less than the average passing

rate of all Marion County school districts but not more than 3% less than the average

passing rate of all Marion County school districts excluding IPS

An average passing

rate that is equal to or less than 3% higher

than the average passing rate of all


An average passing

rate that is at least 3% higher than the





as well as the average pass rate for Marion County districts minus IPS. The NCHS Math Department Chair will communicate the rating for all Algebra teachers. The NCHS Math Department Chair will enter the rating for all teachers in Standard for

Success (SFS) when completing the teachers’ SFS Finalization Worksheet.

Secondary Measure Pre – Post Tests







Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target















Grade 9 - 12 Algebra1 NCTS

Primary Measure ISTEP + Math



Ineffective (1)


Effective (3)


An average passing rate

that is lower than 3%

less than the average

passing rate of all

Marion County school

districts excluding IPS


that is less than the

average passing rate of

all Marion County

school districts but not

more than 3% less than

the average passing

rate of all Marion

County school districts

excluding IPS


that is equal to or less

than 3% higher than

the average passing

rate of all Marion

County school districts

excluding IPS


that is at least 3%

higher than the average

passing rate of all

Marion County school



pass rates to school districts. The MSDWT Office of Grants and Assessment will provide the official pass rate for

NCHS as well as the average pass rate for Marion County districts minus IPS. The NCHS Math Department Chair will communicate the rating for all Algebra

teachers. The NCHS Math Department Chair will enter the rating for all teachers in Standard for


Secondary Measure Pre & Post Tests







Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target















Grade 9 - 12 Math (Non-State Tested)








Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target











Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target






learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher

shall be determined to be having a Negative Impact on Student Learning. Example:





http://www.msdwt.k12.in.us/wp-content/uploads/2013/03/Pre-Post-Test-Form.xlsm











Grade 9 - 12 Instrumental Music

Primary Measure End of Course Assessment




Ineffective (1)


Effective (3)



above 70% on the End of Course Assessment

33-50% of students score at or above 70% on the End of Course

Assessment









Performances




Minimum Number of assessments to count in calculation- 1 ISSMA rubrics will be used for the classes without performances.

Ineffective (1)


Effective (3)


Bronze Participation Rating


Rating

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Person responsible for reporting - Teacher

MSDWT Music 6-12 Secondary Measure Reporting form




Learning. Example:





http://www.msdwt.k12.in.us/wp-content/uploads/2016/07/MSDWT-Music-6-12-Secondary-Measure-Reporting-Form-Updated-6-2016-1.pdf


Grade 9 - 12 Vocal Music







Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target





Performances




Minimum Number of assessments to count in calculation- 1 ISSMA rubrics will be used for the classes without performances.

Ineffective (1)


Effective (3)


Bronze Participation Rating


Rating in Groups II, III & IV or Gold in Group I

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Person responsible for reporting - Teacher MSDWT Music 6-12 Secondary Measure Reporting Form




Example:








http://www.msdwt.k12.in.us/wp-content/uploads/2013/05/Music-6-12-Secondary-Measure-Reporting-Form.docx


Grade 9 - 12 Piano Lab

Student Achievement

Measure Pre & Post Tests


the twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Achievement Measure.


Assessment data of students continuously enrolled in a teacher’s classroom on or before the tenth (10) student day of the semester will be included in the calculation of the

Primary or Secondary Student Achievement Measure. The teacher may appeal to include students that enrolled after the twentieth (20)



Timeline/Deadlines for test administration-Pretest should be given within ten days of the beginning of school and posttest should be given in early May so that data can be inputted prior to Summative Evaluation. If the pre/post -test is for use in a first semester course, the pretest should be given within the first ten days of the semester and the posttest given during the month of December. If the pre/post-test is for use

in a second semester course, the pretest should be given within the first ten days of the semester and the post-test given in early May.


Ineffective (1)


(2)

Effective (3)



growth target


growth target


growth target


growth target






show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or

proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.









Grade 9 - 12 Theater

Student Achievement Measure Pre & Post Tests



The teacher may appeal to include that enrolled after the twentieth (20) student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary

evaluator. Assessment data of students continuously enrolled in a teacher’s classroom on or before

the tenth (10) student day of the semester will be included in the calculation of the Primary or Secondary Student Achievement Measure.




Ineffective (1)


(2)

Effective (3)



growth target


growth target


growth target


growth target

















Grade 9 - 12 Health



twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Achievement Measure.


Assessment data of students continuously enrolled in a teacher’s classroom on or before the tenth (10) student day of the semester will be included in the calculation of the Primary or Secondary Student Achievement Measure.

The teacher may appeal to include students that enrolled after the twentieth (20) student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator




Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher

MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions

Secondary Measure Pre & Post Unit Tests









Ineffective

(1)


(2)

Effective

(3)

Highly Effective

(4)

Less than 49% of

students score at or above 70% on the pre-

determined unit test

50-64.99% of students

score at or above 70% on the pre-determined unit

test

65-74.99% of students


test

75% or more of students


test

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher MSDWT PRE/POST Spreadsheet



If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be

defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.


Less than 50% of students earn at least a 70% on final exam If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the Effective or Highly

Effective range, and the teacher meets the criteria of Negative Impact on Student Learning, the summative score will be reduced to a level no higher than Needs Improvement.










Grade 9 - 12 Physical Education










Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher MSDWT PRE/POST Spreadsheet


Secondary Measure Pre & Post Tests on Swimming Unit









Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target

















Grade 9-12 Life Science/Physical Science

Primary Measure Percent of Students Receiving a Score of 70% or Above

Averages of the 1st and 2nd Semester Final Exams. Percent of Students Receiving a Score of 70% or Above




Minimum number of assessments to count in calculation - 1

Ineffective (1)


Effective (3)


Less than 33% of students scored at or above 70% on the

final exam

33% to 50% of students scored at or above 70% on the

final exam

50% +1 – 74.99% of students scored at or above 70% on the

final exam

75% or more of students scored at or above 70% on the

final exam

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT HS Science Spreadsheet Person responsible for reporting – Teacher MSDWT HS Science Spreadsheet HS Science Spreadsheet Instructions









Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target







teacher shall be determined to be having a Negative Impact on Student Learning. Example: Teacher receives a 1 on Primary Measure








Grade 12 Economics

Primary Measure 1st and 2nd Semester Pre & Post Tests








Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target



Secondary Measure Percent of Students Receiving a Score of 70%

or Higher on the Criterion Referenced Essay Criteria

Assessment data of students continuously enrolled in a teacher’s classroom on or before the twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Achievement Measure.


Assessment data of students continuously enrolled in a teacher’s classroom on or before the tenth (10) student day of the semester will be included in the calculation of the

Primary or Secondary Student Achievement Measure. The teacher may appeal to include students that enrolled after the twentieth (20)

student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator


Ineffective (1)


Effective (3)



essay

33-50% of students scored at or above 70% on the essay

50%+1-74.99% of students scored at or above 70% on the

essay


essay


















Grade 9-12 Geography and History of the World

Primary Measure 1st Semester Pre & Post Tests




Minimum Number of assessments to count in calculation – A pre-test and post-test

will be administered. Timeline/Deadlines for test administration-Pretest should be given within ten days of


Pre/Post Test Guidance and Procedure Pre-Approval Form for School Based Assessments (2 Student Achievement

Measures)

Ineffective (1)


Effective (3)



growth target


growth target


their growth target


growth target



Spreadsheet Person responsible for reporting - Teacher MSDWT PRE/POST Spreadsheet


Secondary Measure Percentage of Students Receiving a Score of

70% or Higher on the South Asia Unit Test








Ineffective (1)


Effective (3)



unit test


unit test


unit test


unit test





If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples




If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative rating score in the












Grade 12 Government









Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target


Secondary Measure Percentage of Students Receiving a Score of 70%

or Higher on the Criterion Referenced Essay Criteria Assessment data of students continuously enrolled in a teacher’s classroom on or before the






Ineffective (1)


Effective (3)



essay

33-50% of students scored at or above 70% on the essay


essay


essay

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher MSDWT One-Test Spreadsheet















Grade 9-12 US History

Primary Measure 1st Semester Pre & Post Tests








Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target





or Higher on the Chapter 5 Industrialization Test








Ineffective (1)


Effective (3)



chapter test

33-50% of students scored at or

above 70% on the chapter test


chapter test


chapter test


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT One-Test Spreadsheet Person responsible for reporting - Teacher MSDWT One-Test Spreadsheet




Learning. Example:











Grade 9-12 World History






Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target



Spreadsheet MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions


or Higher on the Industrial Revolution Project




Minimum Number of assessments to count in calculation – 1

Ineffective (1)


Effective (3)



project


project


project


project


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher MSDWT One-Test Spreadsheet













Grade 11-12 AP Psychology









Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline

Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet

Person responsible for reporting - Teacher MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions


70% or Higher on the Neuropsychology Project


before the twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Achievement Measure.





Ineffective (1)


Effective (3)



project

33-50% of students scored at or above 70% on the project


project


project

















Grade 9-12 AP US History









Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target





70% or Above on the 2nd Semester Final Exam





Ineffective (1)


Effective (3)



final exam


final exam


final exam


final exam


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting - Teacher MSDWT One-Test Spreadsheet














Grade 9-12 AP World History






Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target




Secondary Measure Percentage of Students Scoring a 3 or Higher

on the DBQ Essay


twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Measure.



Ineffective (1)


Effective (3)


Less than 33% of students scored at or

above a 3 on the DBQ Essay

33% to 50% of students scored at or


50% +1 – 74.99% of students scored at or


75% or more of students scored at or

















Grade 9-12 Special Education – Co-Teaching English 10M/10CP

Primary Measure NWEA (MAP) READING

Criteria


Students that took part in each of the three NWEA Assessments (Fall, Winter, Spring).




Ineffective (1)


Effective (3)



projected RIT Score


projected RIT Score




projected RIT Score



Deadline for Collection of Data – 10 Days After Last Assessment

Method of Collection Step 1 – NWEA Student Achievement Status and Growth Report

Method of Collection Step 2 – NWEA Target Calculation Spreadsheet

Method of Reporting – Upload NWEA Achievement Status and Growth Report and MSDWT NWEA Spreadsheet to Standard for Success (SFS)


Secondary Measure ISTEP +

Criteria The pass rate will be based on the percentage of all NCHS test takers. The NCHS pass rate will be compared with the average pass rate of Marion County

Districts with the exception of IPS.

Ineffective (1)


Effective (3)


An average passing rate that is lower

than 3% less than the average passing



An average passing rate that is less than

the average passing rate of all Marion

County school districts but not more

than 3% less than the average passing



An average passing rate that is equal to

or less than 3% higher than the



An average passing rate that is at least

3% higher than the average passing rate of all Marion County





as well as the average pass rate for Marion County districts minus IPS. The NCHS SPED Department Chair will communicate the rating for all Special Services

Teachers co-teaching English.

The NCHS SPED Department Chair will enter the rating for all teachers in Standard for Success (SFS) when completing the teachers’ SFS Finalization













Grade 9-12 Special Education – Co-Teaching Algebra

Primary Measure Pre – Post Tests

Criteria





Pre/Post Test Guidance and Procedure


Ineffective (1)


Effective (3)



growth target


growth target


their growth target


growth target

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline. Method of collection –Teachers will report data on the MSDWT Pre-/Post Spreadsheet. Person responsible for reporting – teacher. MSDWT Pre-/Post Spreadsheet MSDWT Pre-/Post Spreadsheet Instructions

Secondary Measure School-Wide Measure - ISTEP Math

Criteria

All students (both general education and special education) taking ISTEP will be included

Only students enrolled in school for 162 days will count toward teacher effectiveness. Student must take ISTEP to count towards effectiveness. Effectiveness will be determined by median student growth per IDOE. See Student Removal from Achievement Data regarding the inclusion and removal of


Ineffective (1)


Effective (3)


An average passing rate that is lower than

3% less than the average passing rate of all Marion County


An average passing rate that is less than the average passing



An average passing rate that is equal to or less than 3% higher



An average passing rate that is at least 3%

higher than the average passing rate of all Marion County




as well as the average pass rate for Marion County districts minus IPS. The NCHS SPED Department Chair will communicate the rating for all Algebra teachers

and Special Services teachers co-teaching Algebra. The NCHS SPED Department Chair will enter the rating for all teachers in Standard for





Learning. Example:






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Grade 9-12 Special Education – Co-Teaching Other Content Areas

(Non ECA)

Primary Measure Pre/Post Tests or CRT (Nsdrf on Content Area’s Measure)

Criteria Special education teacher co-teaches non-ECA classes. Co-taught class(es) selected will be based on a collaborative discussion between the

department chairperson and teacher but the department chairperson must make the final decision. The specific measure used will be determined by the content area department

All students (both general education and special education) taught in the co-taught class selected will be the group of student’s for the teacher’s student learning rating.



Ineffective (1)


Effective (3)


Less than 33% of students scored at or

above their target

33% -50% of students scored at or

above their target

50%+1-74.99% of students scored at or above their growth

target

75% or more of students scored at or

above their target


Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline. Method of Collection: The special education teacher will use the MSDWT Spreadsheet

used by the content teacher and will submit to the Department Chair of Special Education.

Deadline for collection of data – By grade submission deadline. Person responsible for reporting – Teacher

Secondary Measure

School-Wide Measure - ISTEP English


Marion County Districts with the exception of IPS. Timeline for test administration will be determined by the IDOE assessment calendar

Ineffective (1)


Effective (3)


An average passing rate that is lower than the average passing

rate of all Marion County schools excluding IPS

An average passing

rate that is less than the average passing



An average passing rate that is equal to or less than 3% higher



An average passing rate that is at least 3%

higher than the average passing rate of all Marion County




as well as the average pass rate for Marion County districts minus IPS. The NCHS SPED Department Chair will communicate the rating for all English 10

teachers. The NCHS SPED Chair will enter the rating for all teachers in Standard for Success (SFS)

when completing the teachers’ SFS Finalization Worksheet.




Learning. Example:





Grade 9-12 Special Education – Alternate Curriculum

Student Achievement Measure

Pre & Post Tests or Unique Learning System Benchmark

Criteria Must include a minimum of five (5) students Class(es) selected will be based on a collaborative discussion between the department

chairperson and teacher but the department chairperson must make the final decision. Must include students with identified significant disabilities which may include cognitive

disabilities, autism spectrum disorder, traumatic brain injury, and/or multiple disabilities and who participate in alternate curriculum.



Must include students who have an IEP that includes a functional goal(s) and objectives or benchmarks

Ineffective (1)


(2)

Effective (3)


<33% of students demonstrated a

positive growth trend

33% - 49.99% of students

demonstrated a positive growth trend

50%+1 – 74.99% of students

demonstrated a positive growth trend

75% or more students demonstrated a

positive growth trend

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student. Data Collection and Reporting Procedures: Minimum number of assessments: 2 MSDWT Pre/Post Test Spreadsheet or MSDWT SPED ULS Benchmark Tracking Sheets Deadline for collection of data – By grade submission deadline

Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet

Person responsible for reporting – Teacher


If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show

achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or

proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.






Grade 9-12 Special Education – Speech Therapist (and Speech

Therapy Assistant)

Student Achievement Measure Pre & Post Tests

Criteria Must include a minimum of five (5) students. Must include students on your caseload for at least 90% of a semester or the school

year. Must include students with identified speech impairments who exhibit one or more

articulation errors which impede intelligibility as determined by standardized measure(s) (such as the Goldman Fristoe Test of Articulation and who have an IEP with articulation goal(s)

Documentation must be submitted to support mastery of the targeted sound in stated positions of the word, phrase, or sentence( pre-test/post-test measures)

Must be approved by Special Education Department Chair


Ineffective (1)


Effective (3)






33-50% of the special education students met

or exceeded their individualized target

goal for correctly articulating the



50% +1-74.99% of the special education students met or exceeded their




75% or more of the special education students met or exceeded their





Data Collection and Reporting Procedures: Minimum number of assessments: 2 data points Timeline for assessment administration: Progress monitor across the school year. Deadline for Data Collection: by grade submission Method of Collection: Speech/Language Pathologist must generate Individual Data

Sheets used for monitoring student progress on the targeted sound for each student and complete the MSDWT Summary Primary Measure Report for Special Education- Speech Language.

Person responsible for reporting: Speech/Language Pathologist must attach copies of the Individual Data Sheets used for progress monitoring for each student and complete the MSDWT Summary Primary Measure Report for Special Education- Speech/Language and submit to Special Education Department Chair

Document used for reporting: MSDWT Summary Primary Measure Report for Special Education- Speech Language.

Reference to document to be used for reporting. Instructions on saving and sending.





Example:







Grade 9-12 Visual Arts


Criteria Number of student days required – 162. Minimum Number of assessments to count in calculation – A pre-test and post-test will




Ineffective (1)


Effective (3)


Less than 33% of the students met their growth target

33% to 50% of the students met their growth target

50% +1 – 74.99% of the students met their growth target

75% or more of the students met their growth target



Secondary Measure Art Exhibition

Criteria Number of student days required – 162. Minimum Number of assessments to count in calculation. Timeline/Deadlines for test administration.

Ineffective (1)


Effective (3)


Less than 3 students receive a score of 11

or higher on the evaluation rubric of

the ten artworks evaluated

3-5 students receive a score of 11



6-7 students receive a score of 11



8 or more students receive a score of 11



Data Collection and Reporting Procedures: Data must be entered into district spreadsheet by May 15. Method of collection – Teachers will report data on the MSDWT HS Art Spreadsheet Person responsible for reporting - Teacher MSDWT HS Art Spreadsheet






Less than 50% of students earn at least a 70% on final exam If the teacher’s summative rating (rubric and Student Achievement and Growth) together should yield a summative






http://www.msdwt.k12.in.us/wp-content/uploads/2014/05/MSDWT-HS-ART-Spreadsheet.xlsm

http://www.msdwt.k12.in.us/wp-content/uploads/2014/05/MSDWT-HS-ART-Spreadsheet.xlsm


Grade 9-12 World Languages

Primary Measure Post Test




Ineffective (1)


Effective (3)


Less than 33% of students score at

or above 70% on the Post Test

33-50% of students score at



Post Test

75% or more of students score at







Ineffective (1)


Effective (3)


Less than 33% of students score at


33-50% of students score at



Post Test

75% or more of students score at













Grade 9-12 Introduction to Business





Minimum Number of assessments to count in calculation – A pre-test and post-test

will be administered. Timeline/Deadlines for test administration – Pre-test should be given within ten (10)

days of the beginning of school and post-test should be given in early May so that data can be inputted prior to Summative Evaluation. If the pre/post -test is for use in a first semester course, the pre-test should be given within the first ten (10) days of the semester and the post-test given during the month of December. If the pre/post-test is for use in a second semester course, the pre-test should be given within the first ten (10) days of the semester and the post-test given in early May.


Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student







be administered. Timeline/Deadlines for test administration – Pre-test should be given within ten (10)

days of the beginning of school and post-test should be given in early May so that data can be inputted prior to Summative Evaluation. If the pre/post -test is for use in a first semester course, the pre-test should be given within the first ten (10) days of the semester and the post-test given during the month of December. If the pre/post-test is for use in a second semester course, the pre-test should be given within the first ten (10) days of the semester and the post-test given in early May.


Ineffective (1)


Effective (3)



growth target


growth target


growth target


growth target

*In calculating the +1 student, the evaluator will consider .5 or greater as 1 student

Data Collection and Reporting Procedures: Deadline for collection of data – By grade submission deadline Method of collection – Teachers will report data on the MSDWT PRE/POST Spreadsheet Person responsible for reporting – Teacher MSDWT PRE/POST Spreadsheet MSDWT PRE/POST Spreadsheet Instructions


If a teacher scores a 1 (Ineffective) on BOTH his/her Primary and Secondary measures then the primary evaluator will review student learning data available for all of the teacher’s students. If more than 50% of students failed to show achievement of standards (examples of achievement may be defined as 70% or higher on the subject or grade level locally designed summative assessment, other locally determined levels of proficiency as defined

by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having a Negative Impact on Student Learning.

Example:



Secondary Measure Pre & Post Tests - Vocabulary















True North Math – Algebra 3 (Single Measure)

Single Measure Percentage of Students Receiving a Score of

70% or Higher in Algebra 3


the twentieth (20) student day will be included in the calculation of the Primary or Secondary Student Achievement Measure. (SINGLE)


Assessment data of students continuously enrolled in a teacher’s classroom on or before the tenth (10) student day of the semester will be included in the calculation of the Primary or Secondary Student Achievement Measure. (SINGLE)


Ineffective (1)



Less than 33% of students scored at or above 70% in Algebra 3.

33-50% of students scored at or above 70% in Algebra 3.

50%+1-74.99% of students scored at or above 70% in Algebra 3.

75% of students scored at or above 70% in Algebra 3.




level locally designed summative assessment, other locally determined levels of proficiency as defined by rubrics, or proficiency on essential standards as defined by curriculum guides) then the teacher shall be determined to be having





True North – English 12 (Single Measure)

Single Measure Percentage of Students Receiving a Score of 70% or Higher in English 12



The teacher may appeal to include that enrolled after the twentieth (20) student day

or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made to the primary evaluator.



Ineffective (1)



Less than 33% of students scored at or above 70% in English 12.

33-50% of students scored at or above 70% in English 12.

50%+1-74.99% of students scored at or above 70% in English 12.

75% of students scored at or above 70% in English 12.









True North – Social Studies (Single Measure)

Single Measure

Percentage of Students Receiving a Score of

70% or Higher on the Unit Project in Spring

Semester





The teacher may appeal to include students that enrolled after the twentieth (20) student day or were not continuously enrolled in the teacher’s class prior to the administration of the assessment used for teacher evaluation. Appeals should be made

to the primary evaluator.

Ineffective (1)



Less than 33% of students scored at or above 70% on the project.

33-50% of students scored at or above 70% on the project.

50%+1-74.99% of students scored at or above 70% on the project.

75% of students scored at or above 70% on the project.










True North – Positive Growth on School – Connect Skills Curriculum (Single Measure)

Single Measure

Percentage of Students meeting their growth

target on the School-Connect Skills Curriculum in the Spring Semester






Ineffective (1)



Less than 33% of students met their growth target.

33-50% of students met their growth target.

50%+1-74.99% of students met their growth target.

75% of students met their growth target.










Student Removal from Achievement Data Student Removal from Student Achievement and Growth Data: Attendance and Enrollment

Each teacher guidebook page outlines the general terms of student eligibility for inclusion individual

achievement or growth data to be counted for the Student Achievement and Growth Component of the evaluation.

Student attendance and enrollment definitions and circumstances are varied and often complex. Creating a one size fits all application to attendance and enrollment does not account for the unique student

situations, variations in the length of courses, days available to deliver instruction, and unusual and extraordinary circumstances that can impact students’ lives. The sections below will serve as guidance and attempts to provide some level of consistency in the

application of Student Achievement Data.

State Mandated Tests

The IDOE will provide teacher ratings of 1 through 4 based on student achievement/growth on ISTEP+ for

teachers in grades 4-8 in the subjects of English/Language Arts and Mathematics.

ISTEP+ Rosters will be provided to teachers. The rosters will include students that are currently assigned to

the teacher in the IDOE database. Teachers will be given the opportunity to review their roster

The teacher will be given the opportunity to request students’ removal from the effectiveness rating data. Primary evaluators must approve all requests for student data removal.

In order for a student to be considered for removal from the data, the teacher must show compelling evidence to the evaluator that the student should be removed. Some examples of potential

considerations include:

Student was assigned to Opportunity School for nine (9) weeks

Student was shared with another teacher (due to instructional needs) resulting in the student’s presence in the teacher’s classroom for less than the minimum number of days – however the

student continued to remain on one teacher’s roster for the duration of the course, school year or semester.

Student missed significant number of days and the teacher provided numerous opportunities for

make-up work, worked with the parents, counselors, administrators in meetings to create a plan to assist the student

Teacher followed up with student in before-and-after-school settings to tutor, provided opportunity for make-up work, communicated with home, etc.

Student experienced a traumatic situation on or during the testing time (ex. fire in the home, DCS

intervention in the home, parents incarcerated, etc.)

Local Assessments Refer to subject/grade level guidance (grade level page in Student Achievement Guidebook) for student

enrollment/attendance and use of data. Teachers will be responsible for maintaining accurate student attendance data.

Teacher should retain records and verification of student attendance if the record is other than data maintained in Skyward.

See your evaluator for questions.


In order for a student to be considered for removal from the data, the teacher must show compelling

evidence to the evaluator that the student should be removed. Some examples of potential considerations include:

Student did not meet the criteria of being continuously enrolled in a teacher’s classroom on or

before the twentieth (20) student day.

Student was assigned to Opportunity School for nine (9) weeks. Student was shared with another teacher (due to instructional needs) resulting in the student’s

presence in the teacher’s classroom for less than the minimum number of days – however the student continued to remain on one teacher’s roster for the duration of the course, school year or

semester. Student missed significant number of days and the teacher provided numerous opportunities for

make-up work, worked with the parents, counselors, administrators in meetings to create a plan

to assist the student. Teacher followed up with student in before-and-after-school settings to tutor, provided opportunity

for make-up work, communicated with home, etc. Student experienced a traumatic situation on or during the testing time (ex. fire in the home, DCS

intervention in the home, parents incarcerated, etc.).

ELL Levels, Special Needs Students and Data

ENL teachers and Special Education teachers should refer to their specific Student Achievement

Measures guidance to determine student eligibility.

General Education teachers may request the exclusion data for ELL’s when the following conditions exist: 1. The student is an ENL Level 1 or 2 and;

2. The student was enrolled in a US school after August 15 of the school year preceding the current school year’s fall assessment – (Example: A Level 1 or 2 student enrolled in a US school on August 30, 2014,

may be eligible for removal from teacher evaluation data for a 2015 fall standardized test) or;

3. The student was enrolled in a US school after January 1 of the school year preceding the current school year’s spring assessment - (Example: A Level 1 or 2 student enrolled in a US school on January 6,

2015 may be eligible for removal from teacher evaluation data for the 2016 spring standardized test). The teacher will be responsible for gathering enrollment information on each ELL on the class

roster.

The teacher will be responsible for providing the evaluator the relevant documentation.

(See below for examples)

Examples:

Assessment

Timeframe Student ENL Level

Student

Enrollment Date in US

Teacher May Request

Removal from Data

Fall Semester 1 or 2 Prior to

August 15, of the

previous school year

N

Fall Semester 1 or 2 On or after

August 15, of the previous school year

Y

Fall Semester (2015)

3, 4, or 5 N

Spring Semester 1 or 2 Prior to

January 1, of the previous school year

N

Spring Semester 1 or 2

On or after

January 1, of the previous school

year

Y


All ELL’s in Levels 1 through 4 should be given proper accommodations according to the students’ Individual Learning Plan (ILP) for all assessments used in determining teachers’ Primary or Secondary Measure.

Prior to removal of any ELL, the primary evaluator must approve the removal.

General Education teachers shall include data for all ELL’s when the measure is a growth measure (i.e. NWEA, STAR Reading, STAR Math, Pre/Post Tests).

In addition to the above criteria, in order for a student to be considered for removal from the data, the teacher must show compelling evidence to the evaluator that the student should be removed. Some

examples of potential considerations include:

Student did not meet the criteria of being continuously enrolled in a teacher’s classroom on or before

the twentieth (20) student day. Student was assigned to Opportunity School for nine (9) weeks.

Student was shared with another teacher (due to instructional needs) resulting in the student’s presence in the teacher’s classroom for less than the minimum number of days – however the student continued to remain on one teacher’s roster for the duration of the course, school year or semester.

Student missed significant number of days and the teacher provided numerous opportunities for make-up work, worked with the parents, counselors, administrators in meetings to create a plan to assist the

student. Teacher followed up with student in before-and-after-school settings to tutor, provided opportunity for

make-up work, communicated with home, etc.

Student experienced a traumatic situation on or during the testing time (ex. fire in the home, DCS intervention in the home, parents incarcerated, etc.).


MSDWT Test Construction Guidance Document For Use in Assessments Applying to Student Achievement and Growth Measures Component of Teacher Evaluation

The following definitions are used to determine the cognitive level of individual test items. All questions and content should be aligned with grade level state or common core standards for the specific grade.

The assessment questions should extend and deepen student knowledge and measure what students truly

need to know for the future.

Assessments must contain at least 25 multiple choice questions with at least four answer choices per

question.

Multiple choice assessments should have 25% of their questions from level one, 50% from level two, and 25% from level three. Level four is generally only applicable to some performance assessments and open

ended questions.

Level 1 – Basic Recall (25%)

Basic recall of information or facts, requires use of simple skills or abilities (e.g., recall, observe, define, describe, name, list, select, identify, label or recognize).

Level 2 – Application of Knowledge (50%) Using information, organizing information, requiring two or more thought processes (e.g., comprehend,

compare, summarize, explain, trace, interpret, or organize).

Level 3 – Analysis (25%) Cognitive demands are more complex and abstract, requires breaking a situation or problem into

components or parts, strategic thinking, planning, using evidence (e.g., generalize, synthesize, predict,

solve, draw a conclusion, analyze, judge, justify, evaluate, or assess).

Level 4 – Thinking Beyond Requires creating something new or devising a new approach based on applying or evaluating information

(e.g., performance assessments, open ended questions, argue, or debate).

The questions used on the pre and post assessments should not be provided to students on any other

assignment or assessment.

University of Oregon, Teacher Effectiveness Program Test Construction Guidance

The University of Oregon Teacher Effectiveness Program has developed a very helpful web resource to

assist teachers create solid and well-designed multiple-choice questions. This useful website covers: Important Considerations: A very brief section giving teachers some suggestions on designing ongoing

assessments to check students’ level of understanding as part of a comprehensive assessment approach.

Bloom’s Taxonomy of Cognitive Levels: A concise reminder of the verbs or actions students take and

the level of cognitive level required to perform those actions. Practical Suggestions for Writing Multiple-Choice Questions: General suggestions to consider when

constructing questions; Step-by-step considerations for designing the question stems –with examples; Step-by-step considerations for designing answer options – with examples.

Techniques for Writing Multiple-Choice Items that Demand Critical Thinking: Provides examples of

various types of higher order thinking multiple-choice questions including Premise-Consequence, Analogy, Case Study, Incomplete Scenario, and Problem/Solution Evaluation.

Use the link below to access the resources:

University of Oregon, Multiple Choice Test Writing Guidance http://tep.uoregon.edu/

http://tep.uoregon.edu/resources/

http://tep.uoregon.edu/resources/


Pre-Test/Post-Test Guidance and Procedure

The Pre/Post-test method is designed to measure students’ growth in knowledge and/or skill over the course of a unit of study or grading period. The Pre/Post-test method can be helpful to teachers in determining growth toward achievement on specific standards or a blend of standards within a course.

However, the method is challenging to implement. The following considerations must be addressed prior

to approval of the use of the Pre/Post-test method.

PREREQUISITE KNOWLEDGE: The Pre/Post-test method is only appropriate when the teacher can reasonably anticipate that most students possess enough knowledge and skill to perform at an adequate

level on the Pre-Test administration. The Pre/Post-test method is especially challenging to implement in

subjects of which the students would not have a direct prerequisite course such as World Languages, Chemistry, Biology, Physics, and World History. If there is likelihood that most students will have difficulty

completing the test, or have the ability to provide a measurable effort on a significant portion of the test, another method of student measure may be appropriate.

If, after the Pre-Test administration, a significant number of students fail perform at an extremely low level, the test may be rejected as part of the teacher evaluation.

FULL UNIT OF STUDY: The Pre/Post-test method must address, at minimum, a complete unit of study

or a complete grading period.

RIGOR OF TEST QUESTIONS MUST BE BALANCED:

Below is adapted from Austin Independent School District REACH Initiative The following definitions are used to determine the cognitive level of individual test items.

All questions and content should be aligned with grade level state or common core standards for the specific grade.

The assessment questions should extend and deepen student knowledge and measure what students truly

need to know for the future.

Assessments must contain at least 25 multiple choice questions with at least four answer choices per

question.

Multiple choice assessments should have 25% of their questions from level one, 50% from level two, and 25% from level three. Level four is generally only applicable to some performance assessments and open

ended questions.

Level 1 – Basic Recall (25%)

Basic recall of information or facts, requires use of simple skills or abilities (e.g., recall, observe, define, describe, name, list, select, identify, label or recognize).

Level 2 – Application of Knowledge (50%)

Using information, organizing information, requiring two or more thought processes (e.g., comprehend,

compare, summarize, explain, trace, interpret, or organize).

Level 3 – Analysis (25%) Cognitive demands are more complex and abstract, requires breaking a situation or problem into

components or parts, strategic thinking, planning, using evidence (e.g., generalize, synthesize, predict, solve, draw a conclusion, analyze, judge, justify, evaluate, or assess).

Level 4 – Thinking Beyond Requires creating something new or devising a new approach based on applying or evaluating information

(e.g., performance assessments, open ended questions, argue, or debate). The questions used on the pre and post assessments should not be provided to students on any other

assignment or assessment.


Test Security Procedures and Expectations Policy

MSDWT Teacher Signature – Test Security Local Assessments Form

Every teacher must sign a form indicating that he/she understands the requirements and expectations regarding ethical testing and reporting procedures. The MSDWT Teacher Signature – Test Security Local

Assessments Form can be found in Appendix F of the Guidebook or on the Teacher Evaluation website:

www.msdwt.k12.in.us/teacher-evaluation/

This acknowledgement form must be signed, either in paper form or through electronic

signature through an online training platform such as Safe Schools, by any staff member responsible for the handling, administration, scoring, storage, transport, or development of assessments

used in the Student Achievement and Growth Measure as part of the MSDWT Teacher Evaluation

System.

Acknowledgement of the receipt and understanding of the information below is required of all teachers and is IN ADDITION to any documentation required by any other agency or organization. Faculty will

be required to complete any and all training and documentation related to required standardized testing

through the state of Indiana or the United States Department of Education.

Fidelity and Integrity: Requirements and Potential Consequences

Quality instruction leads to better learning, which will be reflected in higher assessment scores. Narrowing the curricula to align to the content of an assessment, however, is weak pedagogical practice that erodes

the measurement process.

Any individual with a license granted by the IDOE who violates the Code of Ethical Practices and Procedures

as established and published may face disciplinary action by MSDWT, and/or other applicable remedies available under the state and federal laws.

Test Examiners and Their Role

Statewide Tests The assessments are to be administered only by personnel who hold a license granted by the Indiana

Department of Education. The license must be an instructional, administrative, or school services license. Personnel not properly trained and certified (e.g., teacher’s aides, secretaries, or substitute teachers who do not hold one of the above mentioned licenses) may not serve as test examiners. (For state assessments,

they may serve as proctors.) In no case may unlicensed personnel be allowed to supervise the test administration without the guidance of a test examiner.

Local Assessments

Assessments that impact teachers’ Primary or Secondary Measure as part of the MSDWT Evaluation System should be administered by the classroom teacher, or a trained employee. The MSDWT administration

understands that circumstances may impact a teacher’s ability to administer the assessment on the specified day or individual student circumstances exist impacting the teacher’s ability to administer the assessment.

Teachers should:

Follow department protocol when administering, scoring, recording, and storing student assessments

Administer assessments whenever possible. Consult department chair or principal when assessments are scheduled and teacher must be absent.

Use district-wide protocols when administering assessments such as NWEA, or other commercially designed assessments.

Follow student’s IEP or ILP – if an Instructional Assistant (IA) is trained and approved to administer

local assessments, in most cases, the IA will be allowed to administer or proctor. If an IA or other non-certified staff administers the assessment, take all steps necessary to protect the

security, confidentiality, scoring, reporting, and storage of test materials per district/department expectations.

http://www.msdwt.k12.in.us/teacher-evaluation/


Test examiners should be thoroughly familiar with the tests to be administered and with the procedures to

be followed during testing. This includes reviewing the MSDWT Testing Security and Integrity Agreement electronic signature page through Safe Schools. The above information referenced from the Indiana Department of Education Office of Assessment.

To ensure test integrity: Give students the test only one time per administration (pre & post).

Tests should be administered to all students on the same day. Absent students should make the test up as soon as possible.

Do not review questions or answers with students at any time throughout the year. Students should not grade the assessments.

Do not send tests home with students.

Make assurances against cheating (students may not take the test in groups). Monitor students and do not alter their answers.

Teachers may not complete answer documents for students unless required by the student’s IEP. Pre-tests must show effort. Incomplete essays and multiple-choice tests with excessive blanks will not

be considered complete and will therefore count as not passing, regardless of the post-assessment

score. We suggest monitoring students during test administration, as the test cannot be given again at a later date.

Hints, helping tools, detailed instructions, etc., are not allowed. If they are an integral part of your test, they must be clearly identified in your documentation, approved by your principal and given on

both the pre and post-assessments.

It is NEVER appropriate to:

Coach students by indicating in any way (e.g., facial expressions, gestures, or the use of body language) that an answer choice is correct or incorrect, should be reconsidered, or should be checked.

Allow students to use any type of mechanical or technical devices (calculators, computers) unless the test directions allow such use, or the device is documented as a necessary and allowable testing

accommodation.

Answer students’ factual questions regarding test items or vocabulary. Read any parts of the test to students (except as indicated in the test directions, or as documented as

an acceptable IEP, Section 504 Plan, LEP Individual Learning Plan, or nonpublic school Service Plan). In no case may reading comprehension questions be read to the student.

Alter students’ answers—other than to check and erase stray marks, or to darken answer bubbles after

testing. Call students’ attention to the fact that a similar question is on the assessment.

Use current, past, or parallel items as test preparation materials—except when those items have been released specifically for test review purposes by the Indiana Department of Education or MSDWT

Administration Develop and use elaborate review materials (workbooks, worksheets, etc.).

Set aside blocks of time to teach only the content and skill proficiencies measured on the assessment.

It is a violation of test security to:

Give examinees access to test questions prior to testing. Copy, reproduce, or use in any manner any portion of any secure assessment book, for any reason.

Alter answer documents after testing—other than to check and erase stray marks, or to darken answer

bubbles. Share an actual test instrument in a public forum.

Deviate from the prescribed administration procedures specified in the Examiner’s Manual or procedures specified by MSDWT Administration in order to boost student performance.

Make answer keys available to examinees. Participate in, direct, aid, counsel, assist, encourage, or fail to report any of the acts prohibited in this

section.

Score student responses on the test locally before submitting the assessment for scoring to the test contractor, as designated by the Indiana Department of Education (Statewide Assessments).


Testing Materials Procedures & Security [State Standardized Tests] The Corporation Test Coordinator/Department Chair/Administrator must:

Inventory and track assessment materials.

Control the secure storage, distribution, administration, and collection of tests. Ensure that no tests are discussed and/or reproduced in any manner.

Follow procedures located in testing manuals and those outlined by the MSDWT Guidebook.

Display of Reference Materials The following kinds of materials MUST be covered or removed from walls or bulletin boards during testing

in all rooms or areas in which students will be assessed:

1. All posted materials such as wall charts, visual aids, posters, graphic organizers, and instructional

materials that relate specifically to the content being assessed. This includes, but is not limited to, the following items:

Multiplication tables

Tables of mathematical facts or formulas Fraction equivalents

Writing aids Punctuation charts

Spelling or vocabulary lists Phonics charts

2. All reference materials that a reasonable person might conclude offers students in that classroom or space an unfair advantage over other students.

The following materials MAY be posted:

Alphabet Chart (containing letters only)

Number Line (containing numbers only)

All guidelines regarding Article VII (Special Education) must be followed whether administering a local or statewide assessment. Consult the student’s teacher of record (TOR) if there are questions regarding the student’s IEP or ILP. In addition to acknowledging receipt and understanding of the Test Security Procedures

and Expectations Policy, teachers must meet all requirements of the Indiana Department of Education, the United States Department of Education, and any applicable state statute

regarding the assessment of students.


MSDWT Teacher Signature – Test Security Local Assessments

This acknowledgement form must be signed by any staff member responsible for the handling, administration, scoring, storage, transport, or development of assessments used in the Student Achievement and Growth Measure as part of the MSDWT Teacher Evaluation System. Acknowledgement of the receipt and understanding of the information below is required of all teachers and is IN ADDITION to any documentation required by any other agency or organization. Faculty will be required to complete any and all training and documentation related to required standardized testing through the state of Indiana or the United States Department of Education. I have read and understand the Test Security Procedures and Expectations Policy outlined in the Teacher Evaluation Guidebook of the MSD of Washington Township. I understand that, through my submission of student assessment data (either through physical or electronic means) to my evaluator, I am indicating that the information is correct and represents each student’s performance. I understand that, through my submission of assessment data I am indicating that I have followed all expectations outlined in the MSDWT Testing Procedures and Expectations. If my student assessment, used for teacher evaluation purposes, is a state administered assessment, I am indicating that I have read and understand the IDOE Code of Ethical Practices. I understand that noncompliance with the IDOE Code of Ethical Practices or MSDWT Testing Procedures and Expectations will result in a score of “0” in the applicable Student Achievement Measure as part of the Summative Evaluation, and may result in disciplinary action up to and including dismissal.

Please print your name, sign, and return to the appropriate administrator. Print Name: ___________________________________________________________________ Signature: _____________________________________________________________________ Position: ___________________________________________________________ Date: ____ School: _______________________________________________________________________ This form is valid for the duration of the teacher’s employment with the MSD of Washington Township. This form shall be maintained on file by MSDWT Corporation. The district may require employees to review Procedures and Expectations and sign this form annually.


Test Item Review

Grade Level/Subject: ________________________________________________

Teacher(s): _______________________________________________________

Assessment: _______________________________________________________

Primary Assessment _____ Secondary Assessment _____ Classroom Assessment _____

Item

Number(s) Standard Question Type

Depth of Knowledge (Reference 8 Takes on Thoughtful Assessment and Costa’s Levels of

Thinking and Questioning, found below)

Points

Possible

Percentage of Total

Assessment Points

Indiana Standard:

Common Core Standard:

AP Standards:

☐ Multiple Choice

☐ True/False

☐ Matching

☐ Short Answer

☐ Fill in the Blank

☐ Extended Written Response

☐ Performance Assessment

☐ Level 1: Recall

☐ Level 2: Skill/Concept

☐ Level 3: Strategic Thinking

☐ Level 4: Extended Thinking

Indiana Standard:


AP Standards:

☐ Multiple Choice

☐ True/False

☐ Matching

☐ Short Answer




☐ Level 1: Recall




Indiana Standard:


AP Standards:

☐ Multiple Choice

☐ True/False

☐ Matching

☐ Short Answer




☐ Level 1: Recall




Indiana Standard:


AP Standards:

☐ Multiple Choice

☐ True/False

☐ Matching

☐ Short Answer




☐ Level 1: Recall




See the Teacher Evaluation page or the Evaluators Only page on the MSDWT website for a Word version of this table.


Multiple Choice Examples

Costa’s Levels of Thinking and Questioning

Guideline Change This: To This:

The MC question is

written at the lowest

possible vocabulary level appropriate to the

course.

When scientists rely on magnets in the

development of electric motors they need

to know about poles, which are?

What are the poles of a magnet called?

A. Anode and cathode

B. North and south

C. Strong and weak

D. Attract and repel

The question stem asks

a full question.

Between 1950 and 1965:

A. Interest rates increased

B. Interest rates decreased

C. Increased, then decreased

D. Remained unchanged

What was the trend in interest rates

between 1950 and 1965?

A. Increased only

B. Decreased only

C. Increased, then decreased

D. Remained unchanged

The question stem is free

of semantic clues that might indicate the

answer.

All of these are an example of a birth that

flies, except an: A. Ostrich

B. Falcon C. Cormorant

D. Robin

OR

Which of the following are examples of

birds that do not fly?

A. Falcon B. Ostrich and Penguin

C. Cormorant D. Robin

Which of the following is an example of a

bird that does not fly?

A. Ostrich

B. Falcon

C. Cormorant

D. Robin

All response options are

the same length.

Why did colonists come to the United

States?

A. To escape heavy taxation by their

native governments

B. Religion

C. They sought the adventure of living

among the native Americans in the new land

D. There was the promise of great wealth in the New World

E. More than one of the above answers

Why did colonists migrate to the United

States?

A. To escape taxation

B. For religious freedom

C. For adventure

D. More than one of the above


Rigor

Third Floor - Creating

Second Floor - Processing

First Floor - Basic

Evaluate Generalize Imagine

Judge Predict If/Then

Speculate Hypothesize Forecast

Idealize Apply the Principle

Rigor

Compare Contrast Sort

Distinguish Explain Why

Infer Sequence Analyze

Synthesize Make Analogies

Complete Count Match

Name Define Observe

Describe Identify List

Select Recite Scan


While it is certainly appropriate to utilize specific vocabulary all other wording

should be targeted at the possible reading

level for the . Remember that the purpose of the question is evaluate student knowledge of the

information, and unnecessarily can get in the way of

The MC question is concise and uses only the words necessary to ask the question.

Consider the removal of additional or extraneous information that may not be critical to the question.

The question stem asks a full question. Re-word the question stem to be a complete question.

The question stem is free of semantic

that might indicate the . Responses are grammatically similar.

Re-word the answer to eliminate any semantic clues. These can often be present when the correct answer to

the question is the only plural or when the correct answer begins with a vowel.

All of the above, none of the above, always,

never are used thoughtfully and strategically the .

Review the use of all of the above, none of

above, always, or never to be sure that are correctly used. Absolutes are incorrect,

and savvy students will use this when they don't know the right answer. do not use these

terms to just add .

Qualifiers such as except, not, other than,

etc. are in bold and underlined for emphasis. Also, bold and underline if multiple answers are

required.

Underlining these items and making bold increases the chance that will notice them

as missing them leads to incorrect responses,

even when student might know the correct .

All response options are the same length. Often, qualifiers are added to the answer. This both makes it right and longer. If you

need to do this, do it to .

All responses are plausible distractors.

If one of your distractors does not plausible, eliminate it. There is no to have the

exact same number of within each

Yes

Yes

Yes

Yes

Yes

Yes

Yes

The MC question is written at the

possible vocabulary level appropriate to .

No

No

No

No

No

No

No

No

Developing Multiple Choice Test Items Flowchart


Entering Scores in the Pre-Post Test Spreadsheet

1. Open the Excel file; Pre-Post Test Form.xlsm. 2. When prompted, click Enable Macros (this step is very important to the calculations).

If prompted about compatibility, choose Cancel.

3. You will be prompted to enter your Name, Pre-test Points Possible, and Post-test Points Possible.

4. Now you can begin to input your students’ names and scores. You will fill out the grey fields; Last

Name, First Name, Pre-test Score, Post-test Score and the dropdown menu for Score Counted for Data.

5. Once you have entered all of your students and chosen Yes/No for Score Counted for Data, scroll down to the bottom of the spreadsheet (Row 183).

6. Click the NEXT button and you will be left with a list of students that you do not wish to be included in your evaluative data.

7. Enter your reason for not including these students in your evaluative data.


Entering Scores in the HS Science Measure Spreadsheet

1. Open the Excel file; HS Science Measure.xlsm. 2. When prompted, click Enable Macros (this step is very important to the calculations).

3. You will be prompted to enter your Name, Assessment Points Possible, and Proficiency Threshold Percentage.

4. Now you can begin to input your students’ names and scores. You will fill out the grey fields; Last

Name, First Name, Semester I Assessment Percentage, Semester II Assessment Percentage and the dropdown menu for Score Counted for Data.

5. Once you have entered all of your students and chosen Yes/No for Score Counted for Data, scroll down to the bottom of the spreadsheet (Row 186).


7. Enter your reason for not including these students in your evaluative data. 8. Save a copy of this spreadsheet by clicking File > Save As.


Entering Scores in the Grade 3 Primary Measures Spreadsheet

1. Open the Excel file; MSDWT Grade 3 Primary Measure Spreadsheet.xlsm. 2. When prompted, click Enable Macros (this step is very important to the calculations).

3. You will be prompted to enter your Name.

4. Now you can begin to input your students’ names and whether or not they passed. You will choose Yes/No from the Passed? column.

5. Once you have entered all of your students and chosen Yes/No for Score Counted for Data, scroll down

to the bottom of the spreadsheet (Row 184).


7. Enter your reason for not including these students in your evaluative data. 8. Save a copy of this spreadsheet by clicking the Save button.


Saving a PDF Using Firefox (Top Right)

Using Safari (Bottom Middle)

Using Chrome (Bottom Right)


Saving a Word Document as a PDF

1. Click on File and select Save As….

2. Save your file in this format: LastName.Primary/Secondary.SchoolYear. For example, Smith.Primary.14-15. (Note: Select ‘Primary’ OR ‘Secondary’)

3. Click on the Format dropdown and select PDF.

4. Click Save.


Saving an Excel Spreadsheet as a PDF

1. Click on File and select Save As….

2. Save your file in this format: LastName.Primary/Secondary.SchoolYear. For example, Smith.Primary.14-15. (Note: Select ‘Primary’ OR ‘Secondary’)

3. Click on the Format dropdown and select PDF.

4. Choose Sheet and click Save.


Exporting a Class Roster from Skyward

1. Login to Skyward. Click on the Teacher Access tab. Choose My Classes.

2. Click on Class Options.

3. Choose Reports.


4. Select Class Roster.

5. From the drop down menu, choose the class whose roster you would like to export and click the Export to Excel button.


6. Select Display Report.

7. Students’ names will appear in an Excel file.

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