Student Growth Inquiry. Within two months of the certificated classroom teacher receiving the low student growth score or at the beginning of the following school year, whichever is later, the evaluator will initiate the following steps. The evaluator will examine additional student growth data in conjunction with the other student growth evidence previously provided. If the examination still results in a low student growth score, the evaluator will examine extenuating circumstances, which may include one or more of the following: goal setting process, content and expectations, student attendance, and/or extent to which standards, curricula, and assessments are aligned. If after the above two examinations, the classroom teacher still has a low student growth rating, the evaluator will create and implement a professional development plan to address student growth areas, a copy of which will be given to the teacher. This plan may include monthly conferences focused on improving student growth to include one or more of the following topics: student growth goal revision, refinement and progress, and/or best practices related to student growth data collection and interpretation.
G. Focused Evaluation Process
Student Growth Inquiry. If a teacher receives a low student growth score they must engage in at least one of four activities: • Triangulate student growth measures with other evidence and additional levels of student growth based on classroom, school, district and state-based tools; • Examine extenuating circumstances possibly including: goal setting process/expectations, student attendance, and curriculum/assessment alignment; and/or • Schedule monthly conferences with the teacher to discuss/revise goals, progress toward meeting goals, and best practices; and/or • Create and implement a professional development plan to address student growth areas.
Student Growth Inquiry. Within two months of receiving a low student growth score or at the beginning of the following school year, one or more of the following must be initiated by the evaluator:
1. Examine student growth data in conjunction with other evidence including observation, artifacts and other appropriate student and teacher information based on classroom, school, district, and state-based tools and practices.
2. Examine extenuating circumstances which may include one or more of the following: goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessments are aligned.
3. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation.
4. Create and implement a professional development plan to address student growth areas.
Student Growth Inquiry. Required action initiated by the evaluator when a teacher receives a low student growth rating.
Student Growth Inquiry. If a teacher receives a low student growth score they must engage in at 14 least one (1) of four (4) activities:
15 a. Examine student growth data and other evidence based on classroom, school, District, and 16 state-based tools; and/or
17 b. Examine extenuating circumstances which may include: goal setting process/expectations, 18 student attendance, and curriculum/assessment alignment; and/or
19 c. Schedule monthly conferences with the teacher to discuss/revise goals, progress toward 20 meeting goals, and best practices; and/or
21 d. Create and implement a reasonable professional development plan to address student 22 growth areas that triggered this inquiry.
Student Growth Inquiry. TEACHERS SECTION 26.13.1
A. Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, District, and state-based tools and practices;
B. Examine extenuating circumstances which may include one (1) or more of the following: goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned;
C. Schedule monthly conferences focused on improving student growth to include one (1) or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation;
D. Create and implement a professional development plan to address student growth areas.
Student Growth Inquiry. 3 Within two months of the certificated classroom teacher receiving the low student 4 growth score or at the beginning of the following school year, whichever is later, the 5 evaluator will initiate the following steps. 6 7 The evaluator will examine additional student growth data in conjunction with the 8 other student growth evidence previously provided. 9 10 If the examination still results in a low student growth score, the evaluator will 11 examine extenuating circumstances, which may include one or more of the 12 following: goal setting process, content and expectations, student attendance, 13 and/or extent to which standards, curricula, and assessments are aligned. 14 15 If after the above two examinations, the classroom teacher still has a low student 16 growth rating, the evaluator will create and implement a professional development 17 plan to address student growth areas, a copy of which will be given to the teacher. 18 This plan may include monthly conferences focused on improving student growth 19 to include one or more of the following topics: student growth goal revision, 20 refinement and progress, and/or best practices related to student growth data 21 collection and interpretation. 22
Student Growth Inquiry. 47 48 Upon receiving a low student growth score an inquiry will occur and the evaluator 1 will initiate the following steps as necessary:. 2
Student Growth Inquiry. At any time during the evaluation cycle, within two (2) months of receiving the low (5-12) student growth score or at the beginning of the following school year (by October 1), one or more of the following must be initiated by the evaluator (WAC 392-191A-100), the teacher will select one of the following activities in which to engage. The evaluator may also select an additional activity.
1. Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices;
2. Examine extenuating circumstances which may include one or more of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned;
3. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation;
4. Create and implement a professional development plan to address student growth areas.
Student Growth Inquiry. If a teacher receives a low student growth score s/he must engage in a student growth inquiry. Within two (2) months of receiving the low student growth score or at the beginning of the following school, one or more of the following must be initiated by the evaluator:
a. Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices;
b. Examine extenuating circumstances which may include one or more of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned;
c. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation;
d. Create and implement a professional development plan to address student growth areas.
