CTESS Manual -RSP

Related Service Providers

Preface

Effective Teaching Matters What a teacher does (or does not do) in the classroom has a substantial impact on student achievement (Hattie, 2009; Slavin, Cheung, Groff, &Lake, 2008; Slavin, Lake, & Groff, 2009). In fact, instructional delivery is one of the most important variables that bring about academic excellence in students. It has become clear that good teaching is powerful; however, some teachers usemore effective teaching practices than others. Research indicates that the difference in student achievement over the course of one year between a good teacher (whose skills are rated at the 75th percentile) and a poor one (whose skills are rated at the 25th percentile) is estimated to be one year’s growth (Hanushek, 2002, 2011;Roberts, 2011).Thehighly- skilled teacherproducesanaverage of a-year-and-a-half of growth and the poorly skilled teacher produces an average of half-a-year’s growth. The higher performing teacher typically gets three times more growth from students than does the less skilled one.

What EffectiveTeaching Looks Like Educational research has converged on many of the active ingredients that improve student achievement. These teachingpractices can be incorporatedin all classrooms in order to increase student outcomes. In his book Visible Learning , John Hattie (2009) reviews over 150 teaching strategies and their impact on student achievement.This review suggests that some strategies clearly do not work well. For example, retaining studentshasbeen showntohavea negative impact, typically decreasing achievement by ¼ year (effect size = -0.16). On the other hand, there are some teaching strategies that have been proven to be very effective. For example, when students receive assessment feedback, understand goals and decision rules, and graph their own progress, student achievement increases bymore than two years (effect size = .90); and giving students clear and specific feedback

increases student achievement by an average of about two years (effect size = .74); and direct/explicit instruction increases achievement by about a year- and-a-half (effect size = .59) (Hattie, 2009; Reaves, 2012 referencing Hattie, 2011). Every teacher, highly accomplished or not, can improve their practice by incorporating evidence- basedstrategiesin theirdaily classroom instruction.

Hattie defines d=0.4 to be the hinge point , an effect size at which an initiative can be said to be having a ‘greater than average influence’ on achievement.

HowTeachingImproves

"Teachers don’t want a blank check. They want a useful conversation between professionals." Miriam Greenberg, Teachers Want Better Feedback, EdWeek

Providing teachers with explicit feedback improves instructional practices and leads to better student outcomes. Improving instruction through performance feedback is perhaps the most researched evidence- based practicewithwhich to assist teachers in implementing effective teaching practices (e.g. Burns, Peters, & Noell 2008; Jones, Wickstrom, & Friman, 1997; Noell, Gresham, & Gansel, 2002; Noell et al., 2000; Noell et al., 2005; Wickstrom, Jones, LaFleur, & Witt, 1998). Teachers want and deserve accurate and actionable feedback. In order tobemost effective, performance feedback should focus on those proven components that research, especially meta-analysis, suggests have the biggest impact on achievement. The Canyons Teacher Effectiveness Support System (CTESS) aims to provide (1) actionable feedback on those evidence-based strategies that are most likely to positively impact student achievement and (2) the supports teachers need to implement them.

“The evaluation process should have teacher development as the primary goal, not just assigning a number on a rubric. It is the epitome of poor teaching methods to give a score without discussion.” –Cincinnati Public Schools Teacher, from The Widget Effect, TNTP

Vestibulum ante:

Introduction

The Canyons Teacher Effectiveness Support System is designed to:

• ensure that every student in Canyons School District receives high quality instruction every day, • prioritizeprofessionalgrowth and support for all educators, • improve feedback to educators about effective instruction, • measure implementation of the CSD academic framework, • increase collaboration through professional learning communities, • and retain and promote effective related service providers. CTESS strives to improve student outcomes byhelping related service providers identify areas of strengthand growth, in the context of research validated practices, through meaningful feedback, team collaboration, professionallearning, andon- going coaching.

The Purpose of CTESS At theheartofCTESS isthedesireto notjust meet requirements ofUtah State law (R277- 531), but to provide support forevidence- based teaching practices and professional growth that will ultimately offer the best possible learning experiences for all students attending schools in Canyons School District. The Utah State Board of Education evaluation model has been adapted to match the context of Canyons School District's shared vocabulary, values, and professional development framework. This manual is designed to provide details about CTESS: how high quality therapy is measured, and howratings are completed.

The Utah State Board of Education, via the Public Educator Evaluation Requirements (PEER) committee, has endorsed the Canyons Teacher Effectiveness Support System (CTESS) as a technically compliant system as well as an effective system that uses feedback and coaching as a tool for improving instruction. There are three elements of The Canyons Teacher Effectiveness Support System, or CTESS:

1. Performance Quality, 2. Student Growth, and 3. Stakeholder Input 4. Summative Overall

Canyons School District has determined that 70% of an educator’s summative overall rating is determined by an administrator’s supervisory rating (Instructional Quality Rating), 20% from student growth, and 10% from stakeholder input.

Effectiveness Ratings Educator performance results in an effectiveness rating for each of the following: • Performance Quality

• Stakeholder Input • Student Growth • Summative Overall

There are four ratings that can be achieved through the CTESS process :

Highly Effective

Indicates a Related Service Provider performance that exceeds the standards and identifies areas in which the educator has excelled Indicates that a Related Service Provider has met the standards and are accomplished in providing students with valued instruction Indicates minimally effective performance and identifies strengths and weaknesses to be considered in developing plans to enhance performance Indicates a performance which has not met the standards for successful teaching of a career educator and identifies strengths and weaknesses to be considered in developing Indicates a performance which has not met the standard for successful teaching and learning

Effective

Emerging Effective Provisional only

Minimally Effective Career only

Not Effective

day.

The expectation in Canyons School District is that all Related Service Providers earn at least an “Effective” rating. Related Service Providers who achieve such a rating are accomplished educators who provide their students with valued specialized instruction every day. Students with Related Service Providers who have earned “Effective” or “Highly Effective” ratings make great strides in acquiring knowledge and skills to progress through curriculum.

CTESS Requirements CTESS requirements differ depending upon whether the related service provider is a provisional or career educator. CTESS Requirements for Provisional Educators Provisional Educators are educators who are in their first three years of employment/re- employment with the District or who have accepted a position that is substantially different from the position where career status was achieved.

CTESS Requirements for Provisional Educators Professional Growth Plan

Provisional 2 and Provisional 3

Provisional 1

• Self-Assessment and Professional Learning Goal • Student Growth Goal • One (1) observation prior to

• Self-Assessment and Professional Learning Goal by September 30 • Student Growth Goal by October 30 • Student Growth mid-year reflection by January 30 • Student Growth end-of- year reflection by April 30 • One (1) observation in C cle 1 prior o November 30 • One (1) observation in Cycle 2 prior to March 30 • Attendance and participation in five (5) professional learning in- services • Part 1: Reflection and goal setting by December 15

• Self-Assessment and Professional Learning Goal • Student Growth Goal and reflections

Formal and informal Observations

• Student Growth end-of- year reflection by April 30 Jan ary 30 One (1) observation or t o March 30

•

Canyons Related Service Provider Support Academy

• Attendance and

participation in four (4) professional learning in- services

Part 1: Reflection and goal setting by December 15

• r to School Wide

•

Parent Data on data dashboard

Meeting Participation Checklist (MPC) Ethical Conduct Checklist (ECC) Performance Quality Rating (PQR)

• Administrator observes, provides rating • Administrator provides rating • RSPs meet with

• Administrator observes, provides rating • Administrator provides rating

RSPs meet with administrator to determine Performance Quality Rating by January 30

•

administrator to determine an Instructional Quality Rating by March 30

• PQR is based on Goal Setting and reflections, Observations and reflections, Checklists, Evidence, and Administrator Knowledge • Summative Overall Rating is d termined using Performance Quality Rating (PQR), Student Growth Rating (SGR), and Stakeholder Input Rating (SIR) by May 30

• PQR is based on Goal Setting and reflections, Observations and

Summative Overall Rating (SOR)

reflections and Checklists, Evidence, and Administrator Knowledge • Summative Overall Rating is determine using Performance Quality Rating (PQR), Student Growth Rating (SGR), and Stakeholder Input Rating (SIR) by May 30

CTESS Requirements for Career Educators Career educators are educators who have successfully completed provisional status with the District. Once achieving career status, career educators have two growth years (Career 1 and 2) in which evaluation requirements are reduced and one summative year (Career 3) in which all three CTESS elements are required. A Career Educator may be assigned to Career 3 at anytime for reasons including but not limited to: concerns identified through classroom observation, feedback, student performance, etc.

CTESS Requirements for Career Educators

Career 1 and 2 Growth

Career 3 Summative

Professional Growth Plan

• Self-Assessment and Professional Learning Goal by September 30 • Student Growth Goal by October 30 and reflections by January 30 and April 30 • Two (2) observations prior to April 30

• Self-Assessment and Professional Learning Goal by September 30 • Student Growth Goal by October 30 and reflections by January 30 and April 30 • Two (2) observations prior to March 30

• Self-Assessment and Professional Learning Goal • Student Growth Goal and reflections • Instructional Priorities

Observations

Observation Protocol (IPOP)

Stakeholder Input:

• N/A

• Use form

• Response to School Wide Parent data on data dashboard

provided in the manual

Meeting Participation Checklist (MPC) Ethical Conduct Checklist (ECC)

• As needed

• Administrator observes and provides rating • Administrator provides rating • Teachers meet with administrator to determine an Instructional Quality Rating by March 30 • PQR is based on Goal Setting and reflections, observations and reflections, Checklists • Learning and Teaching • Summ tive Overall Rating is determined usi g Performan e Evidence, and Administrator Knowledge Quality R ting (PQR), Studen Gr wth Rating (SGR), and Stakeholder Input Rating (SIR) by May 30

• As needed

Performance Quality Rating (PQR)

• N/A

Summative Overall Rating (SOR)

• N/A

CTESS Requirements for Educators with Special Circumstances CTESS for Hourly Related Service Providers • All hourly teachers will complete the same CTESS procedures yearly as Career 1 and Career 2 educators: • Self-Assessment and Professional Learning Goal • Student Growth Goal • Student Growth Goal reflections (mid-year and end-of-year) • Two (2) observations • Note: Hourly Related Service Providers will not complete the full CTESS cycle. CTESS for Part-time Teachers (.5 FTE and above) • All part-time Related Service Providers complete the CTESS requirements based on their corresponding classification (Provisional or Career) and year CTESS for Retiring Teachers • Administrator must receive a signed resignation form from the retiring related service provider before proceeding • Retiring Career 1, 2, or 3 educators: • Self-Assessment (Professional Learning Goal sections only) CTESS for Resigning Teachers • Administrator must receive a signed resignation form from the resigning related service provider before proceeding • Resigning Provisional educators who are new to teaching: • Complete the full evaluation cycle unless educator indicates otherwise in writing • Resigning Career educators • Self-Assessment (Professional Learning Goal sections only)

CTESS for Educators Hired after January 1

• The following component of the Provisional 1 CTESS is required: • One (1) formal observation

CTESS Timeline

Provisional Educators

Career 1 and 2 Educators

Career 3 Educators

Due Dates During Required attendance of Special Education Opening Institute 15 school days after Orientation and Notification of CTESS Orientation/Notification of CTESS Orientation/Notification of CTESS Orientation/Notification of CTESS Formal and informal observations may begin Formal and informal observations may begin Formal and informal observations may begin September 30 Self-Assessment: Professional Learning Goal due Self-Assessment: Professional Learning Goal due Self-Assessment: Professional Learning Goal due October 30 Student Growth Goal due Student Growth Goal due Student Growth Goal due November 10 – 30 School Wide Stakeholder Survey window open N/A School Wide Stakeholder Survey window open By November 30 Provisional 1: formal and informal observation due; administrator feedback N/A N/A December 15 Response to Stakeholder Input due N/A Response to Stakeholder Input due By January 30 Provisional 2 and 3: 1 formal and 1 informal observation due; administrator feedback N/A N/A January 30 Mid-year reflection on Student Growth due Mid-year reflection on Student Growth due Mid-year reflection on Student Growth due By March 30 Provisional 1: formal IPOPs; PQR and administrator feedback N/A PQR and administrator feedback April 30 Statement of evidence of progress toward Stakeholder Input goal due N/A Statement of evidence of progress toward Stakeholder Input goal due By April 30 N/A 2 observations by Coordinator; N/A May 15 End-of-year reflection on Student Growth due End-of-year reflection on Student Growth due End-of-year reflection on Student Growth due By May 30 SOR and administrator feedback on Professional Learning Goal reflections Administrator feedback on Professional Learning Goal SOR and administrator feedback on reflections

Instructions for RELATED SERVICE PROVIDERS SLPs ,SLTs ,OTs,PT s

Complete the Related Service Provider Self-Assessment Tool and Generate Goals

1. Complete Canyons School District Related Service Provider Self-Assessment Tool 2. Generate two goals: A Professional and a Student Growth Goal a. Provide a copy to both the Administrator and the RSP Coordinator

Instructions for SCHOOL ADMINISTRATORS

Prior to Observation :

Give the Related Service Provider a two week notification prior to observation day.

Review the Canyons School District Related Service Provider’s Observation Evaluation Form. The Related Service Provider will be evaluated based on their current year. At any time when performance is in question, a Related Service Provider can be assigned to a full summative year. See the Growth Cycle for Related Service Providers. Provisional Years 1, 2, and 3 Related Service Providers A. Complete one formal observation, ( a minimum of 20-minutes ) every school year for 3 years. B. Complete a second 20 minute observation, IF deficiencies were identified. C. Related Service Provider Coordinator complete one informal observation. D. Use table provided within this document to generate a final rating for PQR. Career Phases 1 and 2 Related Service Providers A. Review Self-assessment and two SMART Goals: A Professional and a Student Growth Goal. B. Related Service Provider completes two informal observations. Career Phase 3 Related Service Providers A. Complete one formal observation, a minimum of 20 minutes. B. Complete second formal 20 minute observation, IF deficiencies were identified. C.Related Service Provider complete one informal observation. D.Use table provided within document to generate a final rating for PQR.

9

Observation Day The Related Service Provider should have the following readily available: 1. Copy of the Student(s) IEP goal(s)

Each Cycle Includes:

1. One formal observation , 2. Meeting Participation Checklis t 3. Ethical Conduct Checklist 4. IEP Present Levels/Goals (Student Records and Services Management 1. 2. 3. Meet with Related Service Provider to discuss observation results Following the observation, tally the total score *Use the chart on the bottom of the last page of the Evaluation Form to calculate the final rating Complete the Related Service Provider’s Observation Evaluation Form in its entirety. Be sure to mark items observed during the school year, even if not observed during the scheduled evaluation.

*Fill out Ethical Conduct Checklist *Meeting Participation Checklist

4.

Scan and email, or copy the Performance Quality Rating (PQR) form to the following recipients for their records: *Human Resources:

Ronnie Ellingson, Elementary Jessica DeAlba, Secondary

*Related Service Provider *

5 . Complete SOR at end of the school year, scan, email or copy and send to the following recipients for their records: *Human Resources:

Ronnie Ellingson, Elementary Jessica DeAlba, Secondary

*School Administrator *

10

Canyons Teacher Effectiveness Support System PROVISIONAL EDUCATORS

Canyons School District's Board of Education recognizes and appreciated the efforts of Canyons District's educators in fulfilling the District mission that all students will graduate college-and career-ready and is committed to providing on-going support to promote educator professional growth.

GROWTH CYCLE Licensed employees entering or returning to Canyons School District are placed on provisional status for a period of three (3) years and, as required by Utah State law, evaluated twice each year using the Canyons Teacher Effectiveness Support System (CTESS). CTESS consists of observations, ethical conduct checklist, meeting participation checklist, student growth, and stakeholder feedback. CTESS, for Provisional Educators, has four ratings: Highly Effective, Effective, Emerging Effective, and Not Effective. All Canyons educators are expected to be rated as Effective or Highly Effective; however, Emerging Effective is considered satisfactory for Provisional Educators. Provisional Educators should be rated Effective or Highly Effective by the end of Year 3. See CTESS Multi-Tiered Supports Process.

REMEDIATION PROCESS

MULTI-TIERED SUPPORTS

Years 1, 2, and 3 The Board authorizes the District Administration to develope and implement an evaluation process that is reasonable, fair and valid, and is reliable in measuring educator effectiveness and is compliant with State statutes and reguations, and Canyons School District policy while measuring implementation of the Utah Effective Teaching Standards and the Canyons Academic Framework. Cycle 1 Performance Quality Rating 1 or 2 IF RATING IS: Emerging Effective, Effective or Highly Effective THEN: Advance to next CTESS Cycle IF RATING IS: Not Effective THEN: The following will take place: * Supports

CTESS purpose include developing and supporting effective and highly effective educators; developing a collaborative professional culture to facilitate student learning; and recognizing and promoting the use of evidence-based instructional priorities, standards-based teaching and reporting, and professional behaviors.

Year 1

Year 2

Year 3

Tiers 1 and 2

* Self- as sessment and Goal Cycle 1 Performance Quality Rating (PQR) Two Formal Observation s Meeting Participation Checklist* Ethical Conduct Checklist* IEP Present Levels/Goals (Student Records and Services Management)

Tier 1 - Supports Examples * CTESS Orientation

* Self- a ssessment and Goal Cycle 1 Performance Quality Rating (PQR) Two Formal Observation s Meeting Participation Checklist* Ethical Conduct Checklist* IEP Present Levels/Goals (Student Records and Services Management)

* Self a ssessment and Goal Cycle 1 Performance Quality Rating (PQR) Two Formal Observation s Meeting Participation Checklist* Ethical Conduct Checklist* IEP Present Levels/Goals (Student Records and Services Management)

* CTESS Refresher Classes * CTESS Online Resources * School Administrators * Related Servie Provider Coordinator * Professional Development Tier 2 - Supports Examples * Related Service Provider Coordinator * Targeted Professional Development

* Memo of Concern with Identified Assistance * Notified that the Employment is in Question. THEN: Proceed to Remediation

Remediation: Complete Performance Quality Rating 2 I F RATING IS: Emerging Effective , Effective, or Highly Effective

THEN: Remediation Completed * Advance to next CTESS Cycle

IF RATING IS: Not Effective THEN: The following will take place: * Notified of Probation

Summative Overall Rating(SOR)

Summative Overall Rating (SOR) Performance Quality Rating (PQR) * Student Growth * Stakeholder Feedback

Summative Overall Rating (SOR) Performance Quality Rating (PQR) * Student Growth * Stakeholder Feedback

Performance Quality Rating (PQR) * Student Growth * Stakeholder Feedback

Black Text-Administrator Responsibility Green Text-Educator Responsibility for Effective * Completed again if deficiencies were identified in previous cycle

Reviesd 201 7. .0 8.23

11

Canyons Teacher Effectiveness Support System CAREER EDUCATORS

Canyons School District's Board of Education recognizes and appreciated the efforts of Canyons District's educators in fulfilling the District mission that all students will graduate college-and career-ready and is committed to providing on-going support to promote educator professional growth.

GROWTH CYCLE Career Educators, educators who have successfully completed provisional status, are evaluated yearly as required by Utah State law, using the Canyons Teacher Effectiveness Support System (CTESS). CTESS consists of observations, ethical conduct checklist, meeting participation checklist, meeting participation checklist,, student growth, and stakeholder feedback. CTESS, for Career Educators, has four ratings: Highly Effective, Effective, Minimally Effective, and Not Effective. All Canyons educators are expected to be rated as Effective or Highly Effective. Career Educators rated as Not Effective or Minimally Effective will be placed on a Plan of Assistance, which cannot exceed 120 school days. See CTESS Multi-Tiered Supports Process. A Career Educator may be placed on Phase 3 at anytime, for reasons including, but not limited to: concerns identified through observations, feedback, and student performance, etc.

REMEDIATION PROCESS

MULTI-TIERED SUPPORTS

Phase 3 The Board authorizes the District Administration to develop and implement an evaluation process that is reasonable, fair and valid, and is reliable in measuring educator effectiveness and is compliant with State statutes and reguations, and Canyons School District policy while measuring implementation of the Utah Effective Teaching Standards and the Canyons Cycle 1 Performance Quality Rating IF RATING IS: Effective or Highly Effective THEN: Advance to CTESS Phase 1 IF RATING IS: Not Effective or Minimally Effective THEN: The following will take place: * Notified that the Employment is in Question. THEN: Proceed to Remediation 1

CTESS purpose include developing and supporting effective and highly effective educators; developing a collaborative professional culture to facilitate student learning, and recognizing and promoting the use of evidence-based instructional priorities, standards-based teaching and reporting, and professional behaviors.

Phase 1

Phase 2

Phase 3

Tiers 1, 2, and 3

Tier 1 - Supports Examples * CTESS Orientation

* Self- a ssessment and Professional Learning Goals

* Self- a ssessment and Professional Learning Goals Cycle 1 One Formal Observation Meeting Participation Checklist* Ethical Conduct Checklist* IEP Present Level/Goals (Studend Records and Services Management) Performance Quality Rating (PQR)

* Self- a ssessment and Professional Learning Goals

* CTESS Refresher Course * School Administrators * Related Servie Provider Coordinator * Professional Development Tier 2 - Supports Examples * Targeted Professional Development Tier 3 - Supports Examples * School Administrators * Related Service Provider Coordinator * Targeted Professional Development

Two Observations

Two Observations

Remediation 1: Repeat Cycle 1 Performance Quality Rating 2 I F RATING IS: Effective or HighlyEffective

THEN: Remediation Completed * Advance to CTESS Phase 1

One informal OBservation

IF RATING IS: Not Effective or Minimally Effective THEN: The following will take place: * Plan of Assistance continued * Notified of Probation THEN : Proceed to Remediation 2 Remediation2: Repeat Cycle 1 Formal Observation (Completed by team of 2)* Principal * Realted Service Provider Corrdinator

Instructional Quality Rating 3 I F RATING IS: Effective or HighlyEffective

Summative Overall Rating (SOR) (P3 or Y3 rating)

Summative Overall Rating (SOR) * Student Growth * Stakeholder Feedback

Summative Overall Rating (SOR) (P3 or Y3 rating)

THEN: Remediation Completed * Advance to CTESS Phase 1

* Remove from Probation * Career Status Reinstated IF RATING IS: Not Effective or Minimally Effective THEN: The following will take place: * Termination of Employment

* Student Growth

* Student Growth

Reviesd 201 7.08 . 2 3

Black Text-Administrator Responsibility Blue Text-Educator Responsibility for Effective * Completed again if deficiencies were identified in previous cycle

^Items identified as not meeting the Effective criteria on a standard are resubmitted as poart of a remediation cycle

12

CTESS for Related Service Providers: Performance Quality Rating

Name (Employee)

Component

Rating

Meeting Participation/Ethical Conduct/Observation(s) (Administrator)

Student Records and Services Management SLP & Related Service Providers Coordinator

Overall Performance Highly Effective

Effective

Minimally Effective/

Not Effective

Quali ty Rating (PQR)

Emerging

Student Records & Student Records & Student Records & Student Records & Service Management Service Management Service Management Service Management

Ethical Conduct & Ethical Conduct & Ethical Conduct & Ethical Conduct & Meeting Participation Meeting Participation Meeting Participation Meeting Participation

Performance Quality Rating (PQR) SLP/SLT/OT/PT Signature

Date: Date:

Administrator Signature

Administrators; After completing this form, please make three copies: One for the Related Service Provider , one for your own files, and one to be sent to HR.

13

Table

The Performance Quality Rating (PQR) for Related Service Providers can be generated by utilizing the table below. The rating of effectiveness on the Student Records and Service Management (top of table) is combined with the rating of effectiveness on the Meeting Participation/Ethical Checklists and Observation (left hand of table). The intersection of the these two ratings will yield the PQR, as indicated in the key.

Student Records, (Logs) and Services Management, (PLAAFPs, Goals, and Assessments) (Completed by Related Service Providers Coordinator)

Emerging/ Minimally Effective Effective

Not Effective

Highly Effective

NE

E/ME

E/ME

E/ME

Not

Effective

E/ME

E/ME

E/ME

E/ME

Effective

Minimally

Emerging/

E/ME

E/ME

E

E

Administrator)

Effective Highly

E/ME

E/ME

E

HE

Meeting Participation and Advocacy/ Ethical Checklists/Observation (Completed by School Effective

NE= Not Effective E/ME= Emerging/Minimally Effective E= Effective HE= Highly Effective

Key:

14

Student Management SLP/OT/PT

Name:____________________________________ ________ Observation(s):________________________________________

Present Levels of Academic Achievement and Functional Performance Can Can’t (doesn’t) Gen Education Impact Functional Impact

Measurable Annual Goals What When How much How (Measurement)

Documentation

Student Logs Dates Data Collection SLP Signature

Comprehensive Assessment

Formal (standardized instruments)

Informal (checklists, probes)

12-14 points 9-11 points 6-8 points 5 and below

Highly Effective

Effective

Minimally Effective/Emerging

Not Effective SLP/OT/PT Final Rating: ___________________________________________ SLP/OT/PT S ignature: ________________________________ Related Service Coordinator signature: __ MariaHawley __________________ Observation Feedback:

15

Student Checklist/Observation Canyons School District Performance Assessment of Contributions and Effectiveness of Related Service Providers. Related Service Provider: Student Completing the Survey: Date:___________________________________________________________________________________________ Please tell us how you feel about your Speech-Language Pathologist (SLP), Speech-Language Technician (SLT), Occupational Therapist (OT), and Physical Therapist (PT) by checking yes or no next to the statements listed below. Feel free to add comments.

Statement

Yes

No

Comments

I understand what I am supposed to be learning from my therapist. I understand how my therapist’s goals can help me to be more successful in my classroom. If I don’t understand something, my therapist explains it to me in a way I understand. My therapist explains things in a way I understand. My therapist asks questions to be sure I am following during therapy. My therapist explains what I am learning and why it is important for me to learn. My therapist tells me how much progress I am making.

J L

J L

J L J L J L J L J L

My therapist encourages me to do my best. J L Additional comments by student and/or Related Service Provider Coordinator.

SLT Student Records and Services Management Rating

Date: SLT Name: Observation(s):

Student Log Documentation Student Logs Dates Data Collection SLP Signature

Comprehensive Assessment Informal (checklists, probes)

Highly Effective

10 points 8-9 points 6-7 points 5 and below

Effective

Minimally Effective/Emerging

Not Effective

SLT Final Rating:

SLT Signature: RelatedServiceCoordinatorsignature: MariaHawley Observation Feedback:

Canyons Teacher Effectiveness Support System (CTESS) Response to Stakeholder Input from School Wide Survey Related Service Providers

Educator Name: _

________________________________________________ ___________________________________________________________

Date: __

: Please return this completed form to your administrator by

December 15 Administrators

Related Service Providers

: Review and rate the responses using the rating rubric below • Make a copy for your own records and return the original to the educator • Use this rating for determining the PQR for Provisional and Career Phase 1 Educators CTESS Parent Survey Educator’s Analysis of Data: The parent survey data for our school indicate…

Educator’s Response to Data: Based on the parent data, I will … In order to do this, I will … What evidence will I collect to show my progress?

Canyons Teacher Effectiveness Support System (CTESS) Response to Stakeholder Input from School Wide Survey Related Service Providers

Rating Rubric for Response to Stakeholder Input

Not Effective Educator presents inadequate response (e.g. deflects responsibility) or presents no evidence of response to concerns outlined in survey data

Minimally Effective/ Emerging Provisional

Effective

Highly Effective Educator provides an exemplary and detailed plan for improvement that addresses the primary concerns

Educator responds to survey results and sets goals, but does not adequately address the primary concerns •

Educator provides an adequate plan for improvement that addresses the primary concerns •

•

•

Administrator Rating of Educator’s Response to Data

Minimally Effective/ Emerging Provisional

Not Effective

Effective

Highly Effective

Administrator’s Signature _

______________________________ Date:

____________

Educator’s Signature _

___________________________________ Date: _

___________

Canyons Teacher Effectiveness Support System SLP/OT/PT-Summative Overall Rating

School Year:

Employee Name:

Employee ID:

Employee Status:

Date:

School or Dept.:

Principal/Supervisor:

Professional Goal:

Performance Quality Rating

Stakeholder Input Rating

Student Growth Rating

Select Rating

Select Rating

Effective

Areas of Success?

Areas of Improvement?

I understand that if I do not agree with any portion of the Summative Overall Rating (SOR), I have the right to submit a written response that will be retained with this document. This written response must be submitted to the evaluator and the Director of Human Resources within fifteen (15) calendar days of receiving the Summative Overall Rating (SOR). I also understand that I have (15) calendar days following receipt of the Summative Overall Rating (SOR) to submit a written request for a review of the evaluation findings. The written request must be submitted to the Director of Human Resources. My signature does not necessarily indicate that I agree with this evaluation, but that I have reviewed the information and have received a copy.

Summative

Overall

Evaluator's Signature

Date

Rating

Related Service Provider's Signature

Date

Missing Data

16

Meeting Participation and Ethical Conduct Checklist s

Speech Language Pathologists/Speech Language Technicians Ethical Conduct Checklist

Name:

School:

Date :

Does Not Meets Expectations

Needs Improvement

Meets Expectations

Exceeds Expectations

Standard American Speech-Language-Hearing Association (ASHA) Code of Ethics 1. The SLP uses strategies to identify and engage those students who seem to be least connected academically, socially, or emotionally. 2. The SLP makes concerted efforts to affect change to the school climate, curriculum, or policy when it would benefit students. 3. The SLP considers input from parents and the broader community regarding adjustments that can be made in the classroom to support learning. 4. The SLP promotes positive interactions about students and parents; proactively engages in constructive dialogue within the school and outside community. 5. The SLP promotes productive interactions with colleagues that support student learning. 6. The SLP maintains records according to school, district, state, and federal expectations. 7. The SLP demonstrates awareness and sensitivity of cultural, linguistic, and social backgrounds of students and families. 8. The SLP respects and maintains the confidentiality of student, family, and school information. 9. The SLP follows laws, rules, and policies of the school, district, and state. NO YES SKILL

17

Physical Therapists Ethical Conduct Checklist

Name: Date:

School:

Does Not Meets Expectations

Needs Improvement

Meets Expectations

Exceeds Expectations

SKILL

Standard

1. The PT uses strategies to identify and engage those students who seem to be least connected academically, social, or emotionally. 2. The PT makes concerted efforts to affect change to the school climate, curriculum, or policy when it would benefit students. 3. The PT seeks input from parents and the broader community regarding adjustments that can be made in the classroom to support learning. 4. The PT promotes positive interactions with students and parents; proactively engages in positive conversations and does not participate in negative conversations in the school and outside community. 5. The PT promotes productive interactions with colleagues that support student learning. 6. The PT maintains records according to school, district, state, and federal expectations. 7. The PT demonstrates awareness and sensitivity of cultural, linguistic, and social backgrounds of students and families. 8. The PT respects and maintains the confidentiality of student, family, and school information. 9. The PT follows laws, rules, and policies of the school, district, and state. NO YES

Standards of Practice

American Physical Therapy (APTA)

18

Does not Meet expectations Occupational Therapist Ethical Conduct Checklist School: Needs Improvement

Name:

Date:

Meets Expectations

Exceeds Expectations

Skill 1. T he OT uses strategies to identify and engage those students who seem to be least connected academically, social, or emotionally. 2. The OT makes concerted efforts to affect change to the school climate, curriculum, or policy hwen it would benefit students. 3. The OT seeks input from parents and the broader community regarding adjustments that can be made in the classroom to support learning. 4. The OT promotes positive interactions with students and parents; proactively engages in postiive conversations and does not participate in negative conversations in the school and outside community. 5. The OT promotes productive interactions with colleagues that support student learning. 6. The OT maintains records according to school, district state, and federal expectations. 7. The OT Demonstrates awareness and sensitivity of cultural, linguistic, and social backgrounds of students and families. 8. The OT respects and maintains the confidentiality of student, family and school information. 9. The OT follows laws, rules, and policies of the school, district, and state . N o

Standard

AMERICAN OCCUPATIONAL THERAPY ASSOCIATION (AOTA) CODE OF ETHIC S

Yes

19

Speech Language Pathologists/Speech Language Technician Meeting Participation Checklist Name: School: Date:

Does Not Meets Expectations

Needs Improvement

Meets Expectations

Exceeds Expectations

SKILL

Standard

1. Consistently arrives to meetings with assigned tasks completed 2. Consistently follows established meeting norm 3. Consistently uses data for decision making 4. Consistently encourages participation/inclusion of others 5. Consistently offers strategies, resources and ideas 6. Consistently identifies problems in clear measurable terms 7. Consistently analyzes root causes of the problem with an eye toward a solution 8. Consistently develops plans to resolve problems that address root causes

American Speech-Language-Hearing Association (ASHA) Code of Ethics

20

Physical Therapists Meeting Participation Checklist

Name :

School:

Date :

Does Not Meets Expectations

Needs Improvement

Meets Expectations

Exceeds Expectations

SKILL

Standard

1. Consistently arrives to meetings with assigned tasks completed 2. Consistently follows established meeting norm 3. Consistently uses data for decision making 4. Consistently encourages participation/inclusion of others 5. Consistently offers strategies, resources and ideas 6. Consistently identifies problems in clear measurable terms 7. Consistently analyzes root causes of the problem with an eye toward a solution 8. Consistently develops plans to resolve problems that address root causes

Standards of Practice

American Physical Therapy (APTA)

21

Occupational Therapists Meeting Participation Checklist

Name:

School:

Date:

Does Not Meets Expectations

Needs Improvement

Meets Expectations

Exceeds Expectations

SKILL

Standard

1. Consistently arrives to meetings with assigned tasks completed 2. Consistently follows established meeting norm 3. Consistently uses data for decision making 4. Consistently encourages participation/inclusion of others 5. Consistently offers strategies, resources and ideas 6. Consistently identifies problems in clear measurable terms 7. Consistently analyzes root causes of the problem with an eye toward a solution 8. Consistently develops plans to resolve problems that address root causes

American Occupational Therapy Association (AOTA) Code of Ethics

22

Meeting Participation AND Ethical Conduct Checklists AND Observation (COMBINED) Benchmark Criteria:

Highly Effective (HE): Two or more ratings of “Exceeds Expectations” AND All other ratings at “Meets Expectations” AND Skill 9 on on Meeting Participation and Ethical Conduct Checklist must be “YES” AND Highly Effective on the two Observations for Provisional Related Service Providers (based on combined scores) OR Highly Effective on one Observation (phase 3) Effective (E): All ratings at “Meets Expectations” OR One rating at “Exceeds Expectation and all others at “Meets Expectations” AND Skill 9 on Meeting Partipation and Ethical Conduct Checklist must be “YES” AND Effective on two Observations for Provisional Related Service Providers (based on combined scores) OR Effective on one Observation (phase 3) Emerging Effective/Minimally Effective (E/ME) One rating at "Needs Improvement" AND All other ratings at “Meets or Exceeds Expectations” AND Skill 9 on Meeting Participation and Ethical Conduct Checklist must be “YES” 23

AND Emergent Effective/Minimally Effective on two Observations for Provisional Related Service Providers (based on combined scores) OR Emergent Effective/Minimally Effective on one Observation (phase 3) Not Effective (N ) OR AND OR Two or more ratings of “ Needs Improvement” AND Skill 9 on Meeting Participation and Ethical Conduct Checklist marked “NO” Not Effective on two Observations for Provisional Related Service Providers (based on combined scores) Not Effective on one Observation (phase 3)

Different Ratings Observation weighs more than the Meeting Participation and Ethical Conduct Checklists Observation – Highly Effective Meeting Participation/Ethical Conduct – Effective Final rating: Highly Effective Observation – Effective Meeting Participation/Ethical Conduct – Highly Effective Final rating: Effective

24

Criteria Rating for “Exceeds Expectations” Meeting Participation Checklist: Item 1: Arrives at meetings with tasks completed, plus presents information using an appropriate speaking rate while providing visual data to facilitate interpretation of assessments. Item 5: Consistently offers strategies, resources and ideas based on evidence based research data. Item:7 Consistently analyses root causes of the problem with an eye toward a solution by offering clear explanations of possible solutions based on data. Ethical Conduct Checklist: Item 1: Provides evidence of strategies used to engage those students who benefit from additional assistance to improve their academic, social and emotional needs. Item 2: Provides parents and school staff professional development (ie. face-to-face, email) on ways to implement targeted IEP goals to faciliate generalization of the goals.

25

Standards & Benchmarks

Standards & Benchmarks

Along with the CTESS development team, many groups have contributed to the development of CTESS, including: CTESS standards are designed specifically to measure implementation of the CSD framework. • CSD Joint Educator Evaluation Committee (parents, teachers, and administrators) • District Leadership Teams • Administrators (elementary, middle, and high school) • Teachers (elementary, middle, and high school) • Canyons Education Association Related Service Provider Coordinator • How CTESS Standards were Developed Initial development began when an updated version of the Utah Effective Teaching Standards was adopted by the Utah State Board of Education in 2012. These standards were then aligned with the CSD Academic Framework (see Appendix A), which brings together the components, beliefs, and critical elements of effective schools. The framework includes key elements of instructional practice, data use, and effective decision making processes. The The consolidation of the CSD Academic Framework and the American Speech-Language-Hearing Association, the American Physical Therapy Association and the American Occupational Therapy Association resulted in the development of 12 CTESS standards.

In Teacher Evaluation to Enhance Professional Practice (Association for Supervision and Curriculum Development, 2000), authors Danielson and McGreal describe elements of evaluation systems that contribute to professional learning: reflection on practice; collaboration with colleagues; self-assessment and self- directed inquiry; and participation in a community of learners. The authors conclude: Some newly developed evaluation systems require that teachers conduct a self-assessment, establish professional growth goals, and participate in a study group with colleagues to pursue a topic of common interest....Then, in addition to classroom observations, teachers are asked to submit evidence of their professional skill in the form of planning documents, samples of student work (with a commentary), and other elements of their professionalism (such as parent communication, contributions to the school and district, etc.) Assembling and selecting these documents requires deep reflection on practice; describing them to an administrator engages the teacher and administrator in professional conversation.

26

CTESS Standards At-A-Glance for Classroom Teachers Standard 1: Classroom PBIS (Positive Behavior Intervention and Supports) Implements rules and procedures to effectively maintain a positive learning environment. Standard 2: State Core Standards Uses the Utah State Core Standards or approved state curriculum when planning lessons. Standard 3: Collaboration Actively problem solves as a collaborative team member by problem-solving with data, giving and receiving feedback, building a productive shared culture of learning, enhancing knowledge and skills of self and others. Standard 4: Interdisciplinary Connections Makes interdisciplinary connections to purposefully engage learners to integrate content knowledge. Standard 5: Student Engagement Uses a variety of evidence-based instructional techniques to promote student engagement, learning, and communication skills through various questioning strategies (CSD instructional priorities). Standard 6: Feedback Uses effective feedback practices in the instructional setting to provide timely and Provides students with meaningful opportunities to engage in higher level thinking to solve applied problems using academic skills such as analyzing, synthesizing and decision making. Standard 8: Data Use Independently and collaboratively uses assessment data to document student progress to promote student growth of all. Standard 9: Scaffolding Designs, adapts and delivers appropriate and challenging learning experiences based on students’ diverse strengths and needs. Standard 10: Professional Development Actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection. Standard 11: Advocacy Advocates for learners, the school, the community and the profession. Standard 12: Ethical Behavior Demonstrates the highest standards of legal, moral and ethical conduct as specified in Utah State Board Rule R277-515 – 10 and CSD policies. descriptive feedback that will promote quality student work. Standard 7: Cognitive Rigor/ DOK (Depth of Knowledge)

27