Assessment for Student Learning. Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction. This includes assessment techniques based on appropriate learning standards designed to measure students’ progress in learning and that he or she successfully utilizes analysis of available student performance data (for example: State test results, student work, school-developed assessments, teacher-developed assessments, etc.) and other relevant information (for example: documented health or nutrition needs, or other student characteristics affecting learning) when providing instruction.
Assessment for Student Learning. Check all that apply o Use of formal and informal assessments o Assessment data is used to guide instruction o Not applicable or observable o Other: Assessment of Student Learning * Check all that apply o Students are given timely and responsive feedback o Not applicable or observable o Other: Observer Notes Comments/Summary (Optional) Recommendations (Optional) Submit APPENDIX E – GRIEVANCE FORM GRIEVANT’S NAME GRIEVANT’S BUILDING ASSIGNMENT DATE GRIEVANCE OCCURRED DATE OF FORMAL FILING LEVEL GRIEVANCE INITIATED STATEMENT OF GRIEVANCE SECTION OF CONTRACT ALLEGED TO BE VIOLATED REMEDY SOUGHT SIGNATURE OF GRIEVANT DATE OF SIGNATURE GRIEVANCE DECISIONS SUPERINTENDENT: _ SIGNATURE OF ADMINISTRATOR DATE
Assessment for Student Learning. Assessment: Formative assessment opportunities Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher rarely or never provides formative assessment opportunities during the lesson. Teacher only provides formative assessment opportunities to determine students’ understanding of directions and task. Teacher provides formative assessment opportunities that align with the learning target(s). Teacher provides a variety of strategies for formative assessment that align with the learning target(s). A4 Assessment for Student Learning – Assessment: Collection systems for formative assessment data Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher rarely or never uses an observable system and/or routines for recording formative assessment data. Teacher has an observable system and routines for recording formative assessment data and occasionally uses the system for instructional purposes. Teacher has an observable system and routines for recording formative assessment data, uses multiple sources and frequently uses the system for instructional purposes. Teacher has an observable system and routines for recording formative assessment data, uses multiple sources and consistently uses the system for instructional purposes.
Assessment for Student Learning. Assessment: Self-assessment of learning connected to the success criteria Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Students are rarely or never given an opportunity to assess their own learning in relation to the success criteria for the learning target. Students are occasionally given an opportunity to assess their own learning in relation to the success criteria for the learning target. Students frequently assess their own learning in relation to the success criteria for the learning target. Students consistently assess their own learning in relation to the success criteria and can determine where they are in connection to the learning target. A2 Assessment for Student Learning – Assessment: Demonstration of learning Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Assessments are not aligned with the learning targets. Assessment tasks are partially aligned with the learning targets, allowing students to demonstrate some understanding and/ or skill related to the targets. Assessment tasks are aligned with the learning targets, allowing students to demonstrate their understanding and/or skill related to the learning targets. Assessment tasks are aligned with the learning targets and allow students to demonstrate complex understanding and/or skill related to the learning targets.
Assessment for Student Learning. Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction. This includes assessment techniques based on appropriate learning standards designed to measure students' progress in learning and that he or she successfully utilizes analysis of available student performance data (for example: State test results, student work, school-developed assessments, teacher-developed assessments, etc.) and other relevant information (for example: documented health or nutrition needs, or other student characteristics affecting learning) when providing instruction; • Professional Responsibilities and Collaboration: Teachers demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning. This includes the development of effective collaborative relationships with students, parents or caregivers, as needed, and appropriate support personnel to meet the learning needs of students; and • Professional Growth: Teachers set informed goals and strive for continuous professional growth.
Assessment for Student Learning. Assessment: Quality of formative assessment methods Unsatisfactory Basic Proficient Distinguished Assessment tasks are not aligned with the learning target(s). Assessment tasks allow students to demonstrate learning. The quality of the assessment methods provides no information about student thinking and needs. Assessment tasks allow students to demonstrate learning. The quality of the assessment methods provides limited information about student thinking and needs. Assessment tasks allow students to demonstrate learning. The quality of the assessment methods provides comprehensive information about student thinking and needs. A5 Assessment for Student Learning – Assessment: Collection systems for formative assessment data Unsatisfactory Basic Proficient Distinguished Teacher does not have routines for recording formative assessment data. Teacher has an observable system and routines for recording formative assessment data but does not uses the system to inform instructional practice. Teacher has an observable system and routines for recording formative assessment data, and periodically uses the system to inform instructional practice. Teacher has an observable system and routines for recording formative assessment data and uses the system to inform day-to-day instructional practice. Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. SG 6.1: Establish Student Growth Goal(s) Unsatisfactory Basic Proficient Distinguished Does not establish student growth goal(s) or establishes inappropriate goal(s) for whole classroom. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) do not identify multiple, high quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for whole classroom. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for students in collaboration with students and parents. These whole classroom goal(s) align to school goal(s). Goal(s) identify multiple, high quality sources of data to monitor, adjust, and evaluate achievement of goal(s). SG 6.2: Achievement of Student Growth Goal(s) Unsatisfactory Basic Proficient Distinguished Growth or achievement data from at lea...
Assessment for Student Learning. Assessment: Student use of formative assessment(s) over time Unsatisfactory Basic Proficient Distinguished Students do not use formative assessments to assess their own learning. Students use formative assessments at least two to three times per year/course to assess their own learning, determine learning goals and monitor progress over time. Students use formative assessments at least two to three times per year/course and use formative assessments within a unit or two to assess their own learning, determine learning goals and monitor progress over time. Students use formative assessments at least two to three times per year/course and use formative assessments within each unit to assess their own learning, determine learning goals and monitor progress over time.
Assessment for Student Learning. Conclusion and other comments: Signature and Title of Observer Date Signature of Related Service Provider (indicates document has been received) Date Related Service Provider’s comments/clarifications:
Assessment for Student Learning. Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction. This includes assessment techniques based on appropriate learning standards designed to measure students' progress in learning and that he or she successfully utilizes analysis of available student performance data (for example: State test results, student work, school-developed assessments, teacher-developed assessments, etc.) and other relevant information (for example: documented health or nutrition needs, or other student characteristics affecting learning) when providing instruction; • Professional Responsibilities and Collaboration: Teachers demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning. This includes the development of effective collaborative relationships with students, parents or caregivers, as needed, and appropriate support personnel to meet the learning needs of students; and • Professional Growth: Teachers set informed goals and strive for continuous professional growth. THE PURPOSES OF THE TIP • To demonstrate the commitment of the district to the professional growth and development of all teachers; • To improve the performance of teachers who are identified by the administration as needing improvement in any of the seven teaching standards; • To implement a process that is a good faith effort to provide a supportive and structured plan for improvement within a certain timeframe. THE TIP PROCEDURES The TIP procedures are guidelines for the administrator and teacher involved in the TIP process. The teacher may involve a selected representative, such as the Department Chair, veteran teacher, mentor, or a CVTA representative. • Document incidents related to the area(s) of concern; • Identify the area(s) of concern; • List the members of the support team; • Develop a TIP plan.
