Common use of District Approved Assessments Clause in Contracts

District Approved Assessments. Assessments used within SLO’s will be District approved in conjunction with the Evaluation Review Committee (ERC) as well as the SLO Committee. These assessments will include the key subject and grade-level content standards and curriculum that will be taught during the interval of instruction. When examining assessments for alignment, teachers and teacher teams should look for the following: ● Items on the test should cover key subject/grade-level content standards. ● No items on the test should cover standards that the course does not address. ● Where possible, the number of test items should mirror the distribution of teaching time devoted to concepts or the curriculum focus. For example, if a foreign language teacher devotes almost equal amounts of time to developing students’ reading comprehension, listening comprehension, oral communication, and written communication skills, he or she should not use a test that devotes 90 percent of the test to reading comprehension. Instead, the distribution of the test should mirror instruction, meaning that about a quarter of the test should focus on each of the four skills listed above. ● The items or tasks should match the full range of cognitive thinking required during the course. For example, if the main foci of the mathematics content standards are solving word problems and explaining reasoning, some questions or items on an assessment should require students to solve word problems and explain how they arrived at their answers. The assessment should require students to engage in higher-order thinking where appropriate. These items or tasks may require students to use reasoning, provide evidence, make connections between subjects or topics, critique, or analyze. ● All District approved assessments will include the growth targets to be used in determining student growth. Assessments will be submitted to the teacher’s grade level principal(s) for approval.

District Approved Assessments. Assessments used within SLO’s will be District approved in conjunction with the Evaluation Review Committee (ERC) as well as the SLO Committee. These assessments will include the key subject and grade-level content standards and curriculum that will be taught during the interval of instruction. When examining assessments for alignment, teachers and teacher teams should look for the following: ● • Items on the test should cover key subject/grade-level content standards. ● • No items on the test should cover standards that the course does not address. ● • Where possible, the number of test items should mirror the distribution of teaching time devoted to concepts or the curriculum focus. For example, if a foreign language teacher devotes almost equal amounts of time to developing students’ reading comprehension, listening comprehension, oral communication, and written communication skills, he or she should not use a test that devotes 90 percent of the test to reading comprehension. Instead, the distribution of the test should mirror instruction, meaning that about a quarter of the test should focus on each of the four skills listed above. ● • The items or tasks should match the full range of cognitive thinking required during the course. For example, if the main foci of the mathematics content standards are solving word problems and explaining reasoning, some questions or items on an assessment should require students to solve word problems and explain how they arrived at their answers. The assessment should require students to engage in higher-order thinking where appropriate. These items or tasks may require students to use reasoning, provide evidence, make connections between subjects or topics, critique, or analyze. ● • All District approved assessments will include the growth targets to be used in determining student growth. Assessments will be submitted to the teacher’s grade level principal(s) for approval.

District Approved Assessments. Assessments used within SLO’s will be District approved in conjunction with the Evaluation Review Committee (ERC) as well as the SLO Committee. These assessments will include the key subject and grade-level content standards and curriculum that will be taught during the interval of instruction. When examining assessments for alignment, teachers and teacher teams should look for the following: ● • Items on the test should cover key subject/grade-level content standards. ● • No items on the test should cover standards that the course does not address. ● • Where possible, the number of test items should mirror the distribution of teaching time devoted to concepts or the curriculum focus. For example, if a foreign language teacher devotes almost equal amounts of time to developing students’ reading comprehension, listening comprehension, oral communication, and written communication skills, he or she should not use a test that devotes 90 percent of the test to reading comprehension. Instead, the distribution of the test should mirror instruction, meaning that about a quarter of the test should focus on each of the four skills listed above. ● • The items or tasks should match the full range of cognitive thinking required during the course. For example, if the main foci of the mathematics content standards are solving word problems and explaining reasoning, some questions or items on an assessment should require students to solve word problems and explain how they arrived at their answers. The assessment should require students to engage in higher-order thinking where appropriate. These items or tasks may require students to use reasoning, provide evidence, make connections between subjects or topics, critique, or analyze. ● • All District approved assessments will include the growth targets to be used in determining student growth. Assessments When utilizing vendor assessments to construct SGMs, all related materials shall be purchased by the Board, and all affected staff shall be trained on utilization and other considerations by September 30th. Any student who is enrolled into the course no later than the end of the fourth (4) week of school will be included in the SLO. When utilizing SLOs to construct SGMs, the teacher shall submit the completed SLO template for approval of the SLO by the end of the sixth (6) week of the school year. 1. The SLO Committee shall review all submitted SLOs by by the end of the tenth (10) week of the school year. 2. Any SLO that is rejected by the SLO Committee or the Superintendent shall be returned to the teacher/group with specific designation of deficiencies by the end of the twelfth (12) week of the school year with five (5) days for the resubmittal of the corrected SLO. Teachers shall administer the final assessment to determine student growth as defined in the approved SGMs. Prior to submitting the SGM results to the designated evaluator, the teacher may request that the ERC review the results for the sole purpose of verifying accuracy. High stakes employment decisions will not be materially informed by consideration of the student growth portion of the teacher evaluation unless or until there has been a minimum of three consecutive years of SGM data from the same grade level, subject matter, and/or age level. The District may use shared attribution SGM scores as determined in consultation with the ERC. Job sharing arrangements: The percentage of SGM scores applicable to teachers in an approved job sharing arrangement shall be mutually agreed upon by the individual teachers in the job sharing arrangement and the building principal. Co-teaching arrangements (e.g. Inclusion): Teachers who have an approved co-teaching arrangement shall have a percentage of the SGM score for the individual teachers in the co- teaching arrangement based on the time each has spent with the student(s). Teachers who are employed in an alternative setting rather than as a classroom teacher for more than 50% of the school day will be evaluated using the OTES teacher performance rubric only and not using student growth measures. Each teacher’s grade level principal(s) performance rating will be combined with the assessment of student growth measures to produce the summative evaluation rating, based upon the following “Evaluation Matrix”: [INSERT MATRIX} The summative evaluation of a teacher shall be based upon student growth measures resulting from assessments that were administered in the previous school year and performance that is assessed during the walkthroughs and formal observations that are conducted for approvalthe current school year. The evaluation shall acknowledge the performance strengths of the teacher evaluated as well as performance deficiencies, if any. The evaluator shall note all the data used to support the conclusions reached in the formal evaluation report. The evaluation report shall be signed by the evaluator. The evaluation report should then be signed by the teacher to verify notification to the teacher that the evaluation will be placed on file, but the teacher's signature should not be construed as evidence that the teacher agrees with the contents of the evaluation report. The evaluation report shall be completed by May 10th, signed by both parties, and sent to the Superintendent. The teacher shall have the right to make a written response to the evaluation and to have it attached to the evaluation report to be placed in the teacher's personnel file. A copy, signed by both parties, shall be provided to the teacher. At the conclusion of the evaluation process each teacher’s final performance rating of ineffective, developing, skilled or accomplished and the final growth measure ranking below expected growth, at expected growth or above expected growth will be entered into the electronic system, Ohio eTPES (Ohio electronic Teacher and Principal Evaluation Systems). After the data is entered the eTPES will calculate the Final Summative Rating of Teacher Effectiveness the eTPES will be used to report teacher effectiveness ratings.