TPS SEED plan FINAL Ap2013

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TORRINGTON PUBLIC SCHOOLS
Educator Evaluation and Development Plan
Draft April 2013

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Torrington Public Schools
Educator Evaluation and Development Plan
The TorringtonPublicSchoolswouldliketorecognize the followingindividualswho gave theirtime,
talents,andconsiderableinsightstodevelopingthe narrativesandformsincludedinthisdocument:
SteeringCommittee:
CynthiaAmoroso,ArtCoordinatingTeacher,THS
JosephCampolieta,ElementaryMusicTeacher,EastandForbes
KristinCiccone,Grade 4 Teacher,ForbesSchool
Mary DeMarchi,EnglishLanguage ArtsTeacher,THS
SusanDomanico,AssistantSuperintendent
Mary Enright,ELL CoordinatingTeacher,THS
StevenGottlieb,Principal,TorringtonMiddle School
Brandy Grant, Grade 2,TorringfordSchool
WilliamJoslyn, Directorof StudentProfessional Operations
SusanLubomski,Principal,ForbesSchool
DavidRessel,Math/ScienceTeacher, THS
BethRobin,Ed. D. Directorof Special Education
JefferyShannon,Ph.D.,Assistant Principal,THS
HilarySterling,EnglishLanguage ArtsCoordinatingTeacher, TMS

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Guiding Assumptions
Thisdocumentisdesignedtobe incompliance withthe Connecticut GuidelinesForEducator
Evaluationapprovedbythe ConnecticutState Departmentof EducationinJune 2012. Much of the plan
iscraftedbasedon the SystemforEducator EvaluationandDevelopment(SEED) pilotstate model. The
ConnecticutCommonCore of Teaching,the ConnecticutFrameworkforTeaching,andthe Charlotte
DanielsonFrameworkforTeaching provide the standardsforperformanceevaluation. Thisplanutilizes
locally-determinedstandardizedandnon-standardizedindicatorsforstudentachievement,growth,and
developmentappropriate toeachteacher’sassignmentjointlyidentifiedbythe teacherandhis/her
evaluator. The School Performance Index (SPI)determinedbythe CSDEand a family engagement
componentroundoutthe essential componentsof the plan.
The guidingprinciplesthat provide the foundationfor thisdocumentare:
 Whenteacherssucceed,studentssucceed.
 No school-level factormattersmore tostudents’successthanhighqualityteachers.
 To supportteachers,an evaluationplanneedstoclearlydefineexcellentpractice andresults,
give accurate,useful feedback aboutteachers’strengthsanddevelopmentareas,andprovide
opportunitiesforgrowthandrecognition.
 The plan will:
o considermultiple,standards-basedmeasuresof performance
o promote bothprofessionaljudgmentandconsistency
o fosterdialogue aboutstudentlearning
o encourage alignedprofessionaldevelopment,coaching,andfeedbacktosupport
teachergrowth
o promote the developmentof educatorsasinstructional leaders

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The Common Core of Teaching: StEPP Framework
Domain 1: Contentand Essential Skills
Knowledgeand performancerelated to “Contentand EssentialSkills” are documented in Domains2-6.
Domain 2: ClassroomEnvironment , StudentEngagementand Commitmentto Learning
2.1 Positive classclimatethatisresponsiveandrespectful
2.2 Studentengagementandsharedresponsibility
2.3 Appropriate standardsof behavior
2.4 Arrangementsandlogisticstomaximize learningtime
3: Planningfor Active Learning
3.1 Appropriate levelsof challengeanddifferentiation
3.2 Coherent,relevantandengaging learningexperiences
3.3 Specializedacademicandbehavioral interventions
Domain 4: Instruction for Active Learning
4.1 Enablingstudentstoapplyandconstructnew learning
4.2 Differentiatedinstructionandintervention
4.3 Increasingstudentownershipof learning
4.4 Monitoring,adjustingandprovidingmeaningful feedback
Domain 5: AssessmentforActive Learning
5.1 Formative andsummative assessmentforlearning
5.2 Assessmentcriteriaandtimelyfeedback
5.3 Data collectionandanalysis
Domain 6: Professional ResponsibilitiesandTeacher Leadership
6.1 Continuousprofessional growth
6.2 Collaborationandcommunicationforschool improvement
6.3 Familyandstudentcollaborationandcommunication
6.4 Code of Professional Responsibility
Components of the Torrington Educator Evaluation Plan
 Student Achievement, Growth and Development (45%)
o StudentLearningOutcomesare tobe measuredbystandardizedindicatorswhere
applicable tothe teacher’sassignmentand/ornon-standardizedindicatorswhere
necessarytoshowstudents’growthanddevelopment.
o Each teacherwill craftan IAGD (Indicatorsof AcademicGrowthandDevelopment)
statementina SMART (Specific,Measurable,Attainable,Results-Oriented,Time-bound)
goal format. The goalwill be measured atthe summativeconferenceby thefollowing
ratings:Exceeded,Met,Partially Met,Did Not Meet.
 Whole School Indicator: School PerformanceIndex (SPI)(5%)
o These data will be reportedtothe school byCSDE. Strategiestoimprove the SPIrating
will be embeddedinthe School Improvement Planforoverall school ordistrict

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improvement. These datawill be sharedwithall certifiedstaff bySeptember30and
againduringthe individual goal settingconference. Teacherswillembrace theirrole
and responsibilityincontributingtowhole school progress. Thegoalwill be measured at
the summativeconferenceby thefollowing ratings:Exceeded,Met,Partially Met,Did
NotMeet.
 Professional Practiceand Professional Growth(40%)
o Data for thiscomponentwill come fromthe teacher’ssummative Performance and
Practice ratingbasedon the prescribednumberof observationsandcontacts. A
Practice and Performance Levelwillbe generatedatthe summative conference based
on the RatingWorksheetforeachof the five StEPP Domains(Classroom
Environment/StudentEngagement/CommitmenttoLearning;PlanningforActive
Learning;InstructionforActive Learning;AssessmentforActive Learning;Professional
Responsibilities/TeacherLeadership),andthe teacherwill be assigneda summating
rating: Exemplary,Accomplished,NeedsImprovement,Deficient
o Teacherswill alsocomplete anIndividualizedProfessional GrowthPlanincooperation
withtheirevaluatoraspart of the goal-settingconference atthe startof the yearthat
identifiesstrengthsandareasforimprovement,setsapersonal improvementgoal,and
identifiesappropriate resourcesandsupportstohelpthe teacherachieve their
professionalgrowthtarget. Atthe summative conference,the goal will be reviewedand
measured by the following ratings: Exceeded,Met,Partially Met,Did NotMeet.
 Family feedback (10%)
o Principalsandteachersshouldreview the school-widefamilysurveyresultsfromthe
previousschool yearatthe start of the upcomingschool yearto identifyareasof need
and setgeneral familyengagementgoalsbasedonthe surveyresults. Afterschool level
goalshave beenset,eachteacherand evaluatorwill determinethroughconsultation
and mutual agreement one relatedfamilyengagementgoal area.
o Each teacherwill identifystrategiesappropriate fortheirgrade level orassignment that
he/she canundertake toinvite familiestobe involved aspartnersandparticipantsin
theirstudents’ educational effortsinschool. These teacher-drivenstrategieswillbe
documentedandmonitoredtosee if theypositivelyimpactfamilyengagement. The
teacherwill measure how successfully he/she implementsanidentifiedstrategyintheir
class(es) toaddressanarea of need. The familyfeedbackratingwill reflectthe degree
to whicha teachersuccessfullypursueshis/herengagementstrategies. At the
summative conference,the goal will be evaluated by thefollowing ratings:Exceeded,
Met,Partially Met,Did NotMeet.

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Rating matrices
Each of the four components(TeacherPerformance &Practice,FamilyEngagement,StudentGrowth&
Development,andWhole School StudentLearningIndicator) are convertedtonumericalequivalentsin
orderto arrive at a summative assessmentaccordingtothisscale:
Rating Scale for Family Engagement
Student Growth & Development
Whole School Student Learning Indicator
Exceeds 4
Met 3
Partially Met 2
Did Not Meet 1
Rating Scale for Teacher Performance and Practice
Exemplary=4
Accomplished=3
Needs Improvement=2
Deficient=1
FamilyEngagementscore (1-4) x Weight(10) +
TeacherPerformance &Practice score (1-4) x weight(40) = teacherpractice indicator points
StudentGrowth& Development score (1-4) x weight(45) +
Whole School StudentLearningIndicatorscore (1-4) x weight(5)=studentoutcome indicator points
Score points Rating
50-80 Deficient
81-126 Needsimprovement
127-174 Accomplished
175-200 Exemplary

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The matrix belowwill be utilizedtodetermine asummative ratingbasedonthe fourevaluation
components. StudentGrowthandDevelopment(45%) iscombinedwithWhole-School StudentLearning
Indicator(5%) to generate anOutcome Rating. Professional Performance andPractice (40%) is
combinedwithFamilyEngagement(10%) togenerate aPractice Rating.
Practice
Exemplary Accomplished Needs
Improvement
Deficient
Exemplary Exemplary Exemplary Accomplished Gain further
information
Accomplished Exemplary Accomplished Accomplished Gain further
information
Needs
Improvement
Accomplished Needs
Improvement
Needs
Improvement
Deficient
Deficient Gain further
information
Deficient Deficient Deficient
Example:
Category Score Weight points
StudentPerf &Prac 3 40 120
FamilyEngagement 2 10 20
Teacher Practice TOTAL 140
StudentGrowth 3 45 135
Whole School Indic 2 5 10
StudentOutcome
TOTAL
145
TeacherPractice=140=Accomplished
StudentOutcome=145=Accomplished
Accomplished x Accomplished=Accomplished

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The Evaluation Process
Step1: OrientationonProcess
 Informationonthe TeacherEvaluationPlan includedinthe New Hire Orientationmeetings
whichare heldpriortothe start of the school year.
 Information willbe providedtoall currentcertifiedstaff bySeptember30 at a facultymeeting.
Administratorswill presentageneral overview of the evaluationprocessandtimelinesatthis
meeting. Theywill share anddiscussanyschool ordistrictprioritiesthatshouldbe reflectedin
the teachergoals. All certifiedstaff will be requiredtosign-intoacknowledge the receiptof this
information.
 More specificandcustomizedinformationwill be sharedwithindividualteachersatthe
evaluator-teachergoal settingmeeting. Anitemwillbe addedtothe goal-settingsheetsothe
teachercan acknowledge thatthe processhasbeenexplainedandtheyunderstandhow itwill
work.
Step2: TeacherReflectionandGoal Setting
 Timeframe:TargetisOctober15; mustbe completed byNovember1.
 At thismeetingthe teacherandevaluatorwilldiscussthreegoals: A StudentLearning
Goal/Outcome (SLO),aProfessional ImprovementGoal,anda Families asPartnersGoal.
 A StudentLearning Goal whichfitswiththe StudentGrowthand Developmentcomponent
whichcounts45% of the overall evaluation.
o ThisStudentLearningOutcome (SLO) will be writteninaSMART goal format (Specific,
Measureable,Achievable,Relevant,andTime-bound) baseduponagreedIndicatorsof
AcademicGrowthand Development(IAGDs) relevanttothe teacher’sassignment.
o The goal needstobe basedon identifiable studentdata(IAGDs). Datasourcesshould
be broughtto the goal-settingmeeting.
o The goal can be expressedastarget(ex: 80% of studentswill score atgoal or betteron
the CMT Readingtest) orimprovement(90% of studentswillincreasebyatleastone
performance level onthe CMT ReadingTest).
o Teacherswill selectthe appropriate standardizedornon-standardizedperformance
indicatorsfortheirteachingassignment.
 If the studentstake the CMT or CAPT,teacherneeds touse CMT/CAPT as one
standardized indicators(counts22.5%). The other22.5% can be an additional
standardizedindicatororone non-standardizedmeasureof choice. The
SmarterBalancedAssessment will replace CMT/CAPTin2015.
 If students donot take CMT/CAPT,the teachermayuse some other
standardizedmeasure (suchasDRA2or DRP).The teachermaychoose two of
the standardizedmeasuresavailable ortwonon-standardized(eachcount
22.5%) or one standardizedandone non-standardizedindicatorthatare
appropriate fortheirassignment.
 If no relevantstandardizedmeasure existsforthe teachingassignment,teacher
needstouse two non-standardizedmeasures(eachcount22.5%).
 See listof suggestedstandardizedandnon-standardizedacademicindicatorsin
Appendix 1.

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o Teachersare encouragedtoscaffoldthe goal-settingprocessby
 examiningavailable studentassessmentdata(districtandcommercially
generated)
 collectingworksamplesthatdemonstrate the areainneedof improvement
 meetingwithgrade level teamsordepartmentstosupportthe goal-setting
process.
 A Professional ImprovementGoal whichfitsintothe Observationof TeacherPerformance and
Practice component.
o Thisgoal needstobe derivedfromthe ConnecticutFrameworkforTeaching.
o The goal shouldfocusonone of the fourpossible domains(Planning andPreparation,
ClassroomEnvironment,Instruction,orProfessional Responsibilities).
o The teacher’spersonalizedProfessionalDevelopmentand Growth Plan willbe
determinedbythe choice of the ProfessionalImprovementGoal. Teacherswithina
grade level/department,school,orthe whole districtmaybe involvedindifferent
professionallearningopportunitiesbasedontheirentrylevel of proficiencyorthe area
that istargetedforgrowth or improvement. Teacherswill be assistedbyadministrators
inidentifyingappropriatetraining,events,orexperiencesinordertodevelopaplan.
 A Familiesas Partners Goal whichcounts10% of the overall evaluation.
o Each teacherwill identifystrategiesappropriate fortheirgrade level orassignment that
theywill documentandmonitor toinvolve familiesaspartnersandparticipantsintheir
students’educational effortsinschool. Atthe summative conference,the goal willbe
evaluated by the following ratings:Exceeded,Met,Partially Met,Did Not Meet.
 Other performance measures
o Each teacher’sevaluationwill alsoincorporatethe Whole School StudentPerformance
Indexgoal whichcounts 5% of the overall evaluation.Strategiestoimprove the SPI will
be embeddedinthe School ImprovementPlan. These datawill be sharedwithall
certifiedstaff bySeptember30 and reviewedagainduringthe individual goal setting
conference. Teacherswill embrace theirrole andresponsibilityincontributingtowhole
school progress.
o Teachersmay be involvedinmanyindividual,grade-level/team/department,and/or
school initiatives,butthe goals inthe evaluationplanare limitedto those areasthatwill
be closelymonitored,onwhichdatawill be collectedandshared,andwhichwillserve
to focusfeedbackandreflectionona regular,systematicbasisthroughoutthe
evaluationcycle.
Step3: Ongoingformal andinformal observations
Step4: Mid-yearCheck-in
 Timeframe: January-February15. All decisionsinregardtorenewal of contractneedtobe
sharedwiththe teacherby April 15.
 Evaluatorsand teachers will meettoreview progresstowardsgoals/objectivesatleastonce in
Januaryor February(nolaterthan February10), usingavailable informationincludingagreed
uponindicators. Strategiesorapproachesmaybe revisedandstudentlearninggoalsmaybe

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adjustedif mutuallyagreed. The evaluatormayalsorevisitthe ProfessionalGrowthPlanto
identifyadditional supportsasneeded.
Step5: End-of-YearConference
 Timeframe: May15-last day of school.
 All evaluationcomponentswillbe reviewedatthismeetingtodetermine summative
performance ratingandif goalswere Exceeded,Met,Partially Met, or Did NotMeet ineach
area.
 The teacherand evaluatorwill reflectonthe year, progresstowardsgoals, andprofessional
practice. All data andevidence willbe submitted andreviewed.
 The evaluatorwill rate the teacherperformance basedonthe criteriaforthe fourlevelsof
performance: Exemplary, Accomplished,NeedsImprovement, orDeficient. Formsincluded in
Appendix 2thatdemonstrate the calculationof the final ratingwillbe completedwithintwo
weeksof the conference, butnolaterthan June 30.
 If state testingdatahas a significantimpactonthe final rating,the final ratingmaybe revised
before September15whenthe testdata becomesavailable.

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Definition of Effectiveness and Ineffectiveness
Teachersare expectedtodemonstrateprofessional competencyinthe fourdomainsof the CT
Framework forTeaching. Teachersneedtoaccuratelyassessstudentperformance andassiststudents
inmakinga year’sworth of academicgrowthfrom the students’baselinedata.The standardsdescribed
beloware rootedinthe belief thatthese are areaswithinthe control of the teachertocontinuously
improve. All teachersshouldbe capable of earninga summative ratingof Exemplary orAccomplished.
Both non-tenuredandtenuredteachers whoare ratedasDeficient or NeedsImprovement atthe
summative conference maybe deemedineffective.
Non-tenuredteachers:
Evaluatorswill assistinidentifyingstrategies tosupportandgrow teachers’skillsincluding
participationinTEAM,encouraginggrade and/ordepartmentlevel support,andprovidingfrequentand
timelyfeedbackbyanevaluatoraccordingto the teacherevaluationplan. The teacher’sProfessional
Growth Planwill identifyappropriateinterventionstoaddress areasinneedof improvement. However,
teacherswhohave not achievedtenurestatuscanbe terminated atany time withcause or non-
renewed.
Tenuredteachers:
Evaluatorswill assistinidentifyingstrategies tosupportandgrow teachers’skillsincluding
encouraginggrade and/ordepartmentlevel support andprovidingfrequentandtimelyfeedbackbyan
evaluatoraccordingtothe teacherevaluationplan. The teacher’sProfessional GrowthPlanwillidentify
appropriate interventionstoaddressareasinneedof improvement. Teacherswhohave achievedtenure
may be deemedineffective andsubjectto termination providedthatthe teacherisawardeddue
processthroughthe elementsof the teacherevaluationplan. A tenuredteacherwouldbe subjectto
more intensive supervisionandcould be terminated afteratwoyear probationaryperiodbasedonthe
criterialisted:
Firstyear followingasummative rating below “Accomplished”
 StudentAchievement,Growthand DevelopmentSMARTgoal ratingof “partiallymet”or “did
not meet”
AND
 Professional Practice and Performance Level rating of “needsimprovement”or“deficient”
A teacherwith this performanceprofile will be puton increased supervision and begiven one academic
year to improvethe Student Performance rating by one or more level ANDthe Professional Practice
rating to “NeedsImprovement”orhigher.
If the teacher fails to makeprogressleading to a rating of “Accomplished”by the summativeconference,
the teachershall be deemed “ineffective.”
If in the secondconsecutive Year,the summativeratingisstill below Accomplished,teacherneedsto
showat leastthismuch growth:
 “Student Achievement,GrowthandDevelopment ratingfrom“didnot meet”to “partially
met”or improved from “partiallymet”to“met”
AND

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 Professional Practice ratingfrom“deficient”to“needsimprovement”orfrom“needs
improvement”to“accomplished”.
A teacherwhoisunable todemonstrate thisimprovement will be will be deemed“ineffective”and
subjecttotermination.
After two consecutive years withoutachieving an Accomplishedrating in ProfessionalPracticeand
“Meets goal”in studentachievement,teachersshall be deemed “ineffective”and subjectto dismissal.
Tenuredteacherswhohave a summative ratingof NeedsImprovementorDeficientor who have
beendeemedineffective will have one probationaryyearinordertomake improvements. This
determination of probationarystatus will be sharedwiththe teacheratthe summative conference.If
the rating wasimpactedbystate assessmentdata, the teacher,amemberof the bargaininggroup, and
the evaluatorshall meetnolaterthanSeptember15 to review the more intensivesupervisionprocess.
The Professional GrowthPlanwill specificallyidentify supportsandresourcesthatwill be requiredto
improve competencies.
Duringthisyear,the teacherwill follow the MilestoneandTimeline process whichincludes anincreased
numberof observations.
Dispute resolution:
Shouldthe teacherandevaluatorreachan impasse regardingthe rating,the teachermayseek
consultationfromarepresentative of theirchoice from theirbargainingunit.
If no agreementcanbe reached,duringthe probationaryperiod,the teachermayrequesttobe
evaluatedbyadifferentadministratorwhocanbe reasonablyassignedtohave accessto the teacher’s
classroom. Thisrequestmustbe made no laterthanSeptember15. Thissecondevaluatormustalso
have completed ratercertification training.
Final determinationof teacherratingwillbe made bythe superintendent.
Exemplaryteachers:
Exemplaryteacherswillbe encouragedtopursue positionsof teacherleadershipthatwillallow themto
act as modelsandresourcesfortheirpeers.

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Non-tenured teacher Milestones and Timeline
Milestone Time frame Form used
Orientationonprocess Before October15 Group or individualmeetings
TeacherReflectionandGoal
setting
No laterthan October30 CCT-StEPPFramework
Data sourcesappropriate to
teachingassignment
Goal settingconference By November1 SEED Form A (standardized
assessments) OR
SEED Form B (non-standardized
assessments)
DevelopProfessional Growth
Plan
By November1 SEED Form C
Identifymeasuresfor15%
(familyengagementgoal and
whole school indicator)
By November1 SEED Form D
Observation1(formal withpre-
and postconference)
SEED FormE
Observation2(informal)
Optional afterYear1
SEED FormE or Informal
Observation FeedbackTemplate
(112)
Mid-yearcheck-in January-February10 SEED Form F
ReferenceSEED FormC and
relevantdata forteacher’s
assignmentfromSEEDFormA or
B
and postconference)
SEED FormE
Observation4(formal)
Optional afterYear1
SEED Form E or Informal
(112)
Contract renewal meeting April 15
Goal Accomplishment May 1 SEED Form I
Scoringby evaluator May-June SEED Form G
End of year conference June 15 SEED FormH
FormI: StudentGrowth and
Development
FormJ: Family Engagementgoal
FormK: Whole SchoolIndicator
Formal=Minimumof 30 minutesfollowedbypost-conference withwritten andverbal feedback
Informal=Minimum10minutesfollowedbywrittenand/ORverbalfeedback,unannounced
Reviewof practice:asdefined byCCT-StEPPFramework

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Accomplished & Exemplary Milestones and Timeline
setting
teachingassignment
assessments) OR
assessments)
Plan
(familyengagementgoal and
whole school indicator)
Observation1(observationor
reviewof practice)
Observation2 (formal withpre-
and postconference)
SEED FormE
Mid-yearcheck-in January-February15 ReferenceSEED FormC and
B
Observation3(observationor
reviewof practice)
Development
FormJ: Family Engagementgoal
Formal=Minimumof 30 minutesfollowedbypost-conference withwrittenandverbal feedback
Informal=Minimum 10minutesfollowedbywrittenand/or verbal feedback,unannounced
Reviewof practice: asdefinedbyCCT-StEPPFramework

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Needs Improvement or Deficient Milestones and Timeline
setting
teachingassignment
assessments) OR
assessments)
Plan
(parent,student,peerfeedback
and/orwhole school indicator)
and postconference)
SEED FormE
Observation2
informal orformal or reviewof
practice
(112)
Mid-yearcheck-in January-February10 ReferenceSEED FormC and
B
and postconference)
SEED FormE
Observation4
practice
(112)
Observation5
formal or reviewof practice
SEED Form E
*Observation6(if needed)
practice
(112)
Contract renewal meeting April 15
Development
FormJ: ParentFeedback
Formal=Minimumof 30 minutesfollowedbypost-conference withwrittenand verbal feedback
Informal=Minimum10minutesfollowedbywrittenand/ORverbalfeedback,unannounced
Reviewof practice: asdefinedbyCCT-StEPPFramework

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Appendix 1: StandardizedandNon-standardizedacademicindicators
The followingstandardizedindicatorswere identifiedaspossible measures:
 All tenaspectsof the School Performance Index (wholeschool,math,reading,writing,science,
studentswithdisabilities,free/reducelunch,Black,Hispanic,ELL)
 CMT or CAPT
Widelyused:
 APprogram
 DRA 2 (K-5)
 Degreesof ReadingPower- DRP
 LAS Links(ELL)
 PSAT/NMSQT(Gr 10, 11)
 SAT (HS)
 SAT SubjectTests(HS)
 ACT (HS)
 Pacer (Phys.Ed)
Usedin a limitedcapacity:
 Brigance (SpEd)
 PeabodyTestof Vocabulary
 DRA 2 (6-8)
 Rally(6-8)
 WRAP-Writing&ReadingAssessmentProfile (ELL,2-10 Eng; 3-6 Spanish)
 GORT (SpEd K-5,readingdiagnostic)
 Orleans-Hanna(MSmath)
 LAS LinksBenchmarktest(ELL, K-5)
 On Your Way to English(ELL,K-5)
 Performance-BasedAssessments: ColumbiaTeacher’sCollege (6-8)
 OtherSpecial Educationassessmentsthatare standardized
Notcurrentlyused,butmay be potential
 AIMSweb
 DIBELS
 Measuresof AcademicProgress—NWEA
 Performance-BasedTaskAssessment—Pearson
 Otis-Lennon(school ability)
 PLAN—ACT
 NOCTI(CTE)
The listof standardized assessmentsnotusedisextensive. All of the productstypicallyhave some cost
for purchase of materialsorwebaccess,potential scoringcosts,orcosts to trainstaff to correctly
administerandscore.
Non-standardizedindicators
 Rubrics(basedonperformance standards)

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 LAS Linksrubrics
 Oral presentationrubric
 Checklists
 Performance Assessment
 Progressthrougha prescribedprogram
 Performance (concert,artshow,science fair)
 Portfolio
 DepartmentdevelopedCAPTportfolio
 Culminatingproject
 Capstone
 Teacherdevelopedpre- andposttest
 Commonformative assessments
 Department/grade-leveldevelopedassessments(all districtcommonassessmentsinTIMS)
 State developedcommonassessments(i.e.the Arts)
 Prompts
 Classroomobservationtool
 Anecdotal data
 Disciplinedata(referrals,suspensions,expulsions)
 Attendance data

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Appendix 2: Forms

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Form A – Teacher Goal Setting (Standardized Assessment(s))
Student Learning Objective
TeacherName: School: Date:
Grade: Subject: # of studentscoveredbythis SLO
% of studentscoveredbythisSLO
StudentLearning Objective (SLO):
Rationale for Objective
(1) Why was objective chosen? (2) What specific Connecticutand/or national standards does itaddress?
Indicator(s) of Academic Growthand Development(IAGD)
An IAGD is evidence you useto determine success in achievingthe SLO. One standardized IAGD is required.
Additional IAGDs areoptional.Pleasenumber the IAGD(s) and clearly indicatethe targeted performance
expectation for the selected students. An indicator should representat leastone year’s growth and/or mastery of
grade level content standards.
Baseline Data/Background Information
Pleaseincludewhat you know about the targeted students’ performance, skillsand achievement levels at the
beginningof the year (relevant to this SLO) as well as any additional studentdata or background information that
you used in setting your objective. Providethis information for each indicator,if specificpre-testor baselinedata
are available.
Strategies/Actionsto Achieve the SLO
(includeadditionalstrategiesasneeded)
InterimAssessments
(1) What interimassessments do you plan to use to gauge student progress toward this SLO?
Data Collection/AssessmentofProgressToward Achievingthe SLO
(1) What data will you collectto assess progresstoward achievingthe SLO?

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Note:Please indicate whenstandardizedresultsare available.
Professional Learning/Support
(1) What professional learningand/or other type of supportwould help you to achievethis SLO?
Form A – Teacher Goal Setting (Standardized Assessment(s))
Priority of Content
Objective is deeply relevant to teacher’s assignmentand addresses a large
proportion of his/her students
Comments:
Acceptable Unacceptable
Quality of Indicators
Indicators providespecific,measurableevidenceand allowjudgment about
students’ progress over the school year or semester.
Comments:
Rigor of Objective
Objective is attainable,but ambitious,and represents at leastone year’s
student growth (or appropriategrowth for a shorter interval of instruction).
Comments:
Signatures(to becompleted after discussion of SLO)
RevisionsRequired ResubmitBy:
Approved
Evaluator: Date:
Teacher: Date:

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Form B – Teacher Goal Setting (Non-Standardized Assessment(s))
Grade: Subject: # of studentscoveredbythisSLO
% of studentscoveredbythisSLO
StudentLearning Objective (SLO):
Rationale for Objective
(1) Why was objective chosen? (2) What specific Connecticutand/or national standards does itaddress?
Indicator(s) of Academic Growthand Development(IAGD)
An IAGD is evidence you useto determine success in achievingthe SLO. One non-standardized IAGD is required.
Additional IAGDs areoptional.Pleasenumber the IAGD(s) and clearly indicatethe targeted performance
expectation for the selected students.
Baseline Data/Background Information
Pleaseincludewhat you know about the targeted students’ performance, skillsand achievement levels at the
beginningof the year (relevant to this SLO) as well as any additional studentdata or background information that
you used in setting your objective. Providethis information for each indicator,if specificpre-testor baselinedata
are available.
Strategies/Actionsto Achieve the SLO
(includeadditionalstrategiesasneeded)
InterimAssessments
(1) What interimassessments do you plan to use to gauge student progress toward this SLO?
Data Collection/AssessmentofProgressToward Achievingthe SLO
(1) How will you collectand scoreevidence for your IAGDs?

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Form B – Teacher Goal Setting (Non-Standardized Assessment(s))
Professional Learning/Support
(1) What professional learningand/or other type of supportwould help you to achievethis SLO?
Approval of StudentLearning Objectives Acceptable Unacceptable
Priority of Content
Objective is deeply relevant to teacher’s assignmentand addresses a large
proportion of his/her students
Comments:
Quality of Indicators
Indicators providespecific,measurableevidenceand allowjudgment about
students’ progress over the school year or semester.
Comments:
Rigor of Objective
Objective is attainable,but ambitious,and represents at leastone year’s
student growth (or appropriategrowth for a shorter interval of instruction).
Comments:
Signatures(to becompleted after discussion of SLO)
RevisionsRequired ResubmitBy:
Approved
Evaluator: Date:
Teacher: Date:

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Form C-Teacher Goal Setting
Professional Growth Plan
Teacher Performance and Practice Goals (40%)
TeacherName: School: Date
Grade: Subject:
Professional GrowthGoal:
 The Teacher Performance and Practicecomponent comprises 40%of the overall rating.Using
relevant student learningdata,a self-assessmentof practicerelativeto the CCT-StEPP
Framework, feedback from your principal and previous professional development, establish 1-3
areas of professional growth. Goals should havea clear link to student achievement and move
teachers toward Accomplished or Exemplary on the Connecticut Framework for Teaching. This
plan should anchor and be responsiveto professional growth conversations throughout the year.
 Goals should beSMART Goals:Specific and Strategic, Measureable,Aligned and Attainable, Results
Oriented and Time bound.
Professional GrowthPlan:
 The professional growth plan belowshould detail action steps associated with each of your goals listed
above. The growth plan should berevisited throughout the year (e.g., at mid-year check in, and end-of-
year summative review) and adjusted as needed.
Professional GrowthGoal #1:
Action Steps and
Data to Collect
Evidence of Progress and/or Next Steps
1. Date: Date: Date:
Evidence: Evidence: Evidence:

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Form C – Teacher Goal Setting
Professional Growth Plan
Teacher Performance and Practice Goals (40%)
Action Steps and
Date to Collect
Action Steps and
Data to Collect
Signatures: Mid-year check-in
date:
End-of-the-yearSummative
date:
EvaluatorApproval:
TeacherApproval:

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Form D – Teacher Goal Setting
Family Feedback (10%)
Whole School Learning Indicator (5%)
Goal Setting Form
Grade: Subject:
FamilyEngagement Goal (10%):
(1) Principalsand teachers should reviewparent survey results atthe beginningof the school year to identify areas
of need and set general parent engagement goals based on the survey results.After school level goals havebeen
set you and your evaluator will collaborateto determine one parent related goal to pursue. Possible goals include
improving communication with parents, helping parents become more effective in support of homework, improving
parent-teacher conferences, etc.
Growth/ImprovementTargets:
(1) Set growth/improvement targets related to your goal.
(a) You can choose to measure how successfully you implement a strategy to address an area of need.
Evaluator Approval:
Goal is related to overall school improvement parent goals.
The improvement targets are ambitious butachievable.
EvaluatorApproval Date
Teacher Approval Date

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Form D – Teacher Goal Setting
Family Feedback (10%)
Whole School Learning Indicator (5%)
Goal Setting Form
Whole School StudentLearning Indicators (5%)
Districts can decide touse a whole-school studentlearningindicator.
TPS has selected:
Whole-school student learningindicator: School Performance Index
Performance Measures:
(1) How you will measureperformance? Set a numeric performance target based on growth.
Enter baselineSPI
Enter target SPI
Evaluator Approval Date
Teacher Approval Date

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Page 1 of 8
Form E – Observation and Conferencing Forms
2012-2013
This is an optional note-takingform that can be used to collectevidence while observingclassrooms.The
component column allows thenote-taker to align or code the evidence to relevantcomponents of the CCT-StEPP
Framework.
Teacher Name School Date
Grade Subject
Pre-Observation Conference Notes:
Post-Observation Conference Notes:

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Page 2 of 8
2012-2013
Note-TakingForm:
Time TeacherAction StudentAction Component

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Page 3 of 8
2012-2013
Note-TakingForm:
Time TeacherAction StudentAction Component

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Page 4 of 8
2012-2013
ComponentRating and FeedbackForm
Domain 2:
Classroom Environment,
StudentEngagement and
Commitmentto Learning
Evidence
PERFORMANCE
LEVELS
FEEDBACK
Exemplary (4)
Accomplished (3)
Needs Improvement (2)
Deficient (1)
2.1 Positive classclimatethatis
responsive andrespectful
2.2 Studentengagementandshared
responsibility
2.3 Appropriate standardsof
behavior
2.4 Arrangementsandlogisticsto
maximize learningtime

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Page 5 of 8
2012-2013
DOMAIN 2:
The ClassroomEnvironment
Evidence
PERFORMANCE
LEVELS
FEEDBACK
Exemplary (4)
Accomplished (3)
Deficient (1)
2a. Creatingan Environment of Respect
and Rapport
2b. Establishinga Culturefor Learning
2c. ManagingClassroomProcedures
2d. ManagingStudent Behavior
2e. OrganizingPhysical Space

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Page 6 of 8
2012-2013
DOMAIN 3:
Planningfor Active Learning
Evidence
PERFORMANCE
LEVELS
FEEDBACK
Exemplary (4)
Accomplished (3)
Deficient (1)
3.1 Appropriate levelsof challenge
and differentiation
3.2 Coherent, relevantandengaging
learningexperiences
3.3 Specializedacademicand
behavioral interventions
Page 7 of 8

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2012-2013
DOMAIN 4:
Instruction for Active Learning
Evidence
PERFORMANCE
LEVELS
FEEDBACK
Exemplary (4)
Accomplished (3)
Deficient (1)
4.1 Enablingstudentstoapplyand
construct newlearning
4.2 Differentiatedinstructionand
intervention
4.3 Increasingstudentownershipof
learning
4.4 Monitoring,adjustingand
providingmeaningfulfeedback

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DOMAIN 5:
Assessmentfor Active Learning
Evidence
PERFORMANCE
LEVELS
FEEDBACK
Exemplary (4)
Accomplished (3)
Deficient (1)
5.1 Formative andsummative
assessmentforlearning
5.2 Assessmentcriteriaandtimely
feedback
5.3 Data collectionandanalysis

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DOMAIN 6:
Professional Responsibilitiesand
Teacher Leadership
Evidence
PERFORMANCE
LEVELS
FEEDBACK
Exemplary (4)
Accomplished (3)
Deficient (1)
6.1 Continuousprofessional growth
6.2 Collaborationandcommunication
for school improvement
6.3 Familyand studentcollaboration
and communication
6.4 Code of Professional
Responsibility

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Page 8 of 8
2012-2013
Signatures(to becompleted after observation feedback)
Evaluator Date
Teacher Date

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Form F – Mid-Year Check-in: Teacher Self-Assessment
Teacher Self-Assessment/Reflection
To be completed byteacher prior tothe Mid-Year Conferences with evaluator.
(1)Describe your progressto date for each goal/SLO.
(2)Describe the professional learning and/or strategiesthat have contributed to your progress.
(3)Describe any challengesor barriersto achieving your goals/SLO.
(4)What modified action stepsand/or adjustmentswill you implement toaddresschallengesor continue tomake progresstowardsyour
goals/SLO?
Other Comments
Instructionsfor Evaluator: After reviewing the Mid-Year Check-in: Teacher Self-Assessment, provideany comments/responsethatmay be
appropriateto capturepriorto holding the Mid-Year Conference.

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Form G – Summative Observation of Teacher Performance and Practice
Rating Worksheet
TeacherName: School:
Grade:
Subject:
Date:
Domain 2: Classroom Environment, Student Engagement,
Commitment to Learning
Performance Level Evaluator’s Score
2.1 Positiveclassclimatethatis responsiveand respectful
2.2 Student engagement and shared responsibility
2.3 Appropriate standards of behavior
2.4 Arrangements and logisticsto maximize learningtime
Average Domain Rating:
Domain 3: Planning for active Learning Performance Level Evaluator’s Score
3.1 Appropriate levels of challengeand differentiation
3.2 Coherent, relevant, and engaging learningexperiences
3.3 Specialized academic and behavioral interventions
Domain 4: Instruction for Active Learning Performance Level Evaluator’s Score
4.1 Enablingstudents to apply and constructnew learning
4.2 Differentiated instruction and intervention
4.3 Increasingstudentownership of learning
4.4 Monitoring,adjusting,and providingmeaningful
feedback
Domain 5: Assessment for Active Learning Performance Level Evaluator’s Score
5.1 Formative and summative assessmentfor learning
5.2 Assessment criteria and timely feedback
5.3 Data collection and analysis
Domain 6: Professional Responsibilities and Teacher
Leadership
Performance Level Evaluator’s Score
6.1 Engaging in continuous professional growth
6.2 Collaboration and communication for school
improvement
6.3 Family and student collaboration and communication
6.4 Code of Professional Responsibility

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SUMMATIVE RATING FOR OBSERVATION
Domain Score (avg.) Weighting Weighted Score
2 20%
3 20%
4 35%
5 10%
6 15%
TOTAL Score:
Final Observation PerformanceLevel:
EvaluatorSignature Date
This sheet should be attached to the teacher’s final evaluation report.

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Form G-Summative Observation of Speech and Language Clinician and Occupational Therapist
Performance and Practice Rating Worksheet
Domain 1: Planningand Preparation Performance Level Evaluator’s Score
1a: Demonstrating knowledge and skill in the
specialisttherapy area; holdingthe relevant
certificateor license.
1b: Establishinggoals for the therapy program
appropriateto the setting and the students
served.
1c: Demonstrating knowledge of district,state,
and federal regulations and guidelines.
1d: Demonstrating knowledge of resources,
both within and beyond the school and district.
1e: Planningthe therapy program, integrated
with the regular school program,to meet the
needs of individual students.
1f: Developing a plan to evaluatethe therapy
program.
Domain 2: The Environment
2a: Establishingrapportwith students.
2b: organizingtime effectively.
2c: Establishingand maintainingclear
procedures for referrals.
2d: Establishingstandardsof conductin the
treatment center.
2e: Organizingphysical spacefor testingof
students and providingtherapy.
Domain 3: DeliveryofService
3a: Respondingto referrals and evaluating
student needs.
3b: Developing and implementing treatment
plans to maximize students’ success.
3c: Communicatingwith families.
3d: Collectinginformation;writingreports.
3eDemonstrating flexibility and responsiveness.
Domain 4: Professional Responsibilities
4a: Reflecting on practice.
4b: Collaboratingwith teachers and
administrators.
4c: Maintainingan effective data-management
system.
Grade:
Subject:

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4d: Participatingin a professional community.
4e: Engaging in professional development.
4f: Showing Professionalism,includingintegrity,
advocacy,and maintainingconfidentiality.
SUMMATIVERATING FOR OBSERVATION
Domain Score (avg.) Weighting WeightedScore
1 15%
2 35%
3 35%
4 15%
Total Score:
Final Observation
Performance Level:
XXXXXXXXXXX XXXXXXXXXXX
EvaluatorSignature Date:

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Form G-Summative Observation of School Psychologist Performance and Practice Rating Worksheet
1a: Demonstrating knowledge and skill in using
psychological instruments to evaluate students.
1b: Demonstrating knowledge of child and
adolescentdevelopment and psychopathology
1c: Establishinggoalsfor the psychology
program appropriateto the setting and the
students served.
1d: Demonstrating knowledge of state and
federal regulations and of resources both within
and beyond the school and district.
1e: Planningthe psychology program,
integrated with the regular school program,to
meet the needs of individual students and
includingprevention.
1f: Developing a plan to evaluatethe psychology
program.
2a: Establishingrapportwith students.
2b: Establishinga culturefor positivemental
health throughout the school.
2c: Establishingand maintainingclear
procedures for referrals.
2d: Establishingstandardsof conductin the
testing center.
2e: Organizingphysical spacefor testingof
students and storage of materials.
Domain 3: DeliveryofService
3a: Respondingto referrals;consultingwith
teachers and administrators.
3b: Evaluatingstudent needs in compliancewith
National Association of School Psychologists
(NASP) guidelines.
3c: Planninginterventions to maximizestudents
‘likelihood of success.
3d: Maintainingcontactwith physiciansand
community mental health serviceproviders.
3eDemonstrating flexibility and responsiveness.
Grade:
Subject:

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4b: Communicating with families.
4c: Maintainingaccuraterecords.
4f: Showing Professionalism.
4g: Participation inPlanning andPlacement Team
meetings
1 15%
2 35%
3 35%
4 15%
Total Score:
Final Observation
Performance Level:

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Form G-Summative Observationof School Social Worker/Guidance CounselorPerformance and Practice
Rating Worksheet
1a:Demonstrating knowledge of counseling
theory and techniques
1b: Demonstrating knowledge of child and
adolescentdevelopment
1c: Establishinggoalsfor the counseling
program appropriateto the setting and the
students served.
1d: Demonstrating knowledge of state and
federal regulations and of resources both within
and beyond the school and district.
1e: Planningthe counselingprogram,integrated
with the regular school program.
1f: Developing a plan to evaluatethe counseling
program.
2a: Creatingan environment of respect and
rapport.
2b: Establishinga culturefor productive
communication.
2c: Managingroutines and procedures.
2d:Establishingstandardsof conductand
contributingto the culture for student behavior
throughout the school.
2e: Organizingphysical space.
Domain 3: Deliveryof Service
3a: Assessingstudentneeds.
3b: Assistingstudents and teachers in the
formulation of academic,personal/social,and
career plans,based on knowledge of student
needs.
3c: Usingcounselingtechniques in individual
and classroomprograms.
3d: Brokering resources to meet needs.
3e: Demonstrating flexibility and
responsiveness.
4b: Maintainingrecords and submittingthem in
Grade:
Subject:

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a timely fashion.
4c: Communicatingwith families.
4f: Showing Professionalism.
1 15%
2 35%
3 35%
4 15%
Total Score:
Final Observation
Performance Level:

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Form H – End-of-Year Summative Teacher Evaluation Scoring
Teacher Name: School: Grade: Date:
# of Students
% of Students
TEACHER PRACTICE RATINGS: (50%)
Component Score
(1-4)
Weight Points
(score x
Weight)
Observation of Teacher Performance and Practice 40%
Family Feedback 10%
TOTAL TEACHER PRACTICE INDICATOR POINTS
*TEACHER PRACTIC INDICATOR RATING:
*See rating table below for indicator ratings.
STUDENT GROWTH OUTCOME RATING: (50%)
Component Score
(1-4)
Weight Points
(score x
Weight)
Student Growth and Development (SLOs) 45%
Whole School Student Learning 5%
TOTAL STUDENT RELATED INDICATOR POINTS
*STUDENT OUTCOME INDICATOR RATING:
*See rating table below for indicator ratings.
*Rating Table
Teacher Practice/Student
Growth Indicator Points
Teacher Practice/Student
Growth Indicator Rating
50-80 Deficient
81-126 Needs Improvement
127-174 Accomplished
175-200 Exemplary
FINAL SUMMATIVE RATING: Use the Summative Rating Matrix (on the reverse side of this form) to determine
the final summative rating.
Exemplary (4) Accomplished (3) Needs Improvement (2) Deficient (1)
Target Areas for Professional Growth:
Comments:

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TeacherSignature Date:
EvaluatorSignature

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Form I: Student Growth and Development
Rating Worksheet (45%)
Teacher Name: School: Date:
StudentLearning Objective (SLO) (complete one form for each objective):
Evaluator:
Checkthe box that bestindicatesthe attainmentof thisobjective.If the objective hasmultiple
indicators,youmaywishto make a separate ratingforeach indicatorthatcan be averagedforthe
overall SLOscore,or youmay use your judgmentindeterminingthe overall attainmentof the objective.
Attainmentof the SLO indicatedabove:
Exceeded(4) Met (3) PartiallyMet(2) DidNot Meet(1)
Describe the resultsof the growth/improvementtargetsrelatedtothe goal:(a) provide youroverall
assessmentof whetherthisobjective wasmet,(b) describe whatthe teacherdidthatproducedthese
results,and(c) describe whatwaslearnedandhow itwill be usedgoingforward.
Comments:

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Form J: Family Feedback
FamilyEngagement Goal:
Checkthe box that bestindicatesthe attainmentof thisparentengagementgoal.
EVALUATOR:
Describe the resultsof the growth/improvementtargetsrelatedtothe goal: (a) provide youroverall
results,and(c) describe whatwaslearnedandhow it will be usedgoingforward.
Comments:

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Form K: Whole School Student Learning Indicator
Teacher Name: School: Date:
Whole School StudentLearning Indicator
Start SPI
Target SPI
Actual SPI
EVALUATOR:
Describe the resultsof the growth/improvementtargetsrelatedtothe goal: (a) provide youroverall
results,and(c) describe whatwaslearned andhow itwill be usedgoingforward.
Checkthe box that bestindicatesthe attainmentof thisstudentfeedbackgoal.
Comments:

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Appendix 3: Goal setting

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SettingSMART Goals
The SMART goal-settingprocessensuresthateverygoal ismeasurable andclear.The advantagesof the
SMART goal-settingprocessare:
 Providesastructuredapproachto a complex task;
 Givesa clearframeworkforcreatingmeaningful andachievablegoals;
 Accommodatesall kindsof goals;
 Is easyto teachothershowto develop;
 Helpsto define goalsintermsthatcanbe widelyunderstood;and
 Requiresthinkingthroughthe implementationaswell asthe outcome.
The characteristicsof SMART goalsare:
Specificand Strategic
 The goal shouldbe well definedenoughthatanyone withlimitedknowledgeof yourintent
shouldunderstandwhatistobe accomplished.
Measurable
 Goalsneedto be linkedtosome formof a commonmeasure thatcan be usedas a wayto track
progresstowardachievingthe goal.
Alignedand Attainable
 The goal muststrike the rightbalance betweenbeingattainable andalignedtostandardsbut
loftyenoughtoimpactthe desiredchange.
Results-Oriented
 All goalsshouldbe statedasan outcome or result.
Time-Bound
 The time frame for achievingthe goal mustbe clearand realistic.
SMART goals Dos and Don’ts DO:
Create a plan
Start small
Write it down
Be specific
Track your progress
Celebrate yoursuccess
Askfor supportsoonerthanlater
Make commitments
DON’T:
Expectto accomplishwithouteffort
Focuson too much at once
Forgetto make a deadline
Deal inabsolutes
Expectperfection
Keepyourgoal on a shelf
Beat yourself upovershortcomings
Try to accomplishitalone
Forgetthat youCAN DO IT!

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SMART goal worksheet
Assignmentandcontentquestions:
 What are the majorobjectivesthatyouexpectstudentstoaccomplishbythe endof the year?
 What will theyknoworbe able to do at the endof the classthat theydidnot know or were able
to do at the start of the class?
 What are the “bigideas”for enduringunderstanding(knowledge,skills,performance,orother
competencies)
Studentquestions:
 Who makesupmy studentpopulationthisyear?
 Do I expectthisgroupof studentstogrow a lot or a little? Why?
 What factors are impactingmyexpectations?
Measurementquestions:
 How doI measure studentmasteryandgrowth?
 What data do I keeponwhetherornot studentsare learning,improving,growingasa resultof
my instruction?
Efficacyquestions:
 What are appropriate andrealistictargetsthatwill demonstrate the positiveimpactthatyour
practice and instructional decisionmakinghave made on yourstudents?
 Have I set appropriatelyhighexpectationsforstudentmasteryandgrowth?
Template:
My __________________________________(student group) will improve by
___________________(reasonable/achievable targetamount) intheirabilitytodemonstrate
mastery/growthin__________________________ (specifictask) asmeasuredby
______________________________ (measurementtool)duringthe 20__-__ school year.

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Overview of Student Learning Objectives (SLOs)
Each teacher’sstudents,individuallyandasa group,are differentfromotherteachers’students,evenin
the same grade level orsubjectatthe same school.For studentgrowthanddevelopmenttobe
measuredforteacherevaluationpurposes,itisimperativetouse a methodthattakeseachteacher’s
assignment,studentsandcontextintoaccount.Connecticut,like manyotherstatesandlocalities
aroundthe nation,hasselectedagoal-settingprocesscalled StudentLearningObjectives(SLOs) asthe
approach formeasuringstudentgrowthduringthe school year.
Teacherswhose studentstake a standardized assessment will create one SLObasedon standardized
indicators andone SLObasedon a minimumof onenon‐standardized indicatoranda maximumof one
additional standardizedindicator.Allotherteacherswill developtheirtwoSLOsbasedon
non‐standardized indicators.
SEED usesa specificdefinitionof “standardizedassessment.”Asstatedinthe CT GuidelinesforEducator
Evaluation,astandardizedassessmentischaracterizedbythe followingattributes:
 Administeredandscoredinaconsistent – or “standard”– manner;
 Alignedtoaset of academicor performance “standards;”
 Broadly‐administered(e.g.,nation‐orstatewide);
 Commercially‐produced;and
 Oftenadministeredonlyonce ayear,althoughsome standardizedassessmentsare
administeredtwoorthree timesperyear.
To create theirSLOs,teacherswill follow these foursteps:
Step 1: Decide on the Student LearningObjectives
The objectiveswill be broadgoalsforstudentlearning.Theyshouldeachaddressacentral purpose of
the teacher’sassignmentanditshouldpertaintoalarge proportionof his/herstudents.EachSLO
shouldreflecthighexpectationsforstudentlearning ‐ at leasta year’sworthof growth (ora semester’s
worthfor shortercourses) andshouldbe alignedtorelevantstate,national (e.g.,commoncore),or
districtstandardsforthe grade level orcourse.Dependingonthe teacher’sassignment,the objective
mightaimfor contentmastery(more likelyatthe secondarylevel) oritmightaimfor skill development
(more likelyatthe elementarylevelorinarts classes).
Teachersare encouragedtocollaborate withgrade‐level and/orsubject‐mattercolleagues inthe
creationof SLOs. Teacherswithsimilarassignmentsmayhave identicalobjectivesalthoughtheywillbe
individuallyaccountable fortheirownstudents’results.
Step 2: SelectIndicators of Academic Growthand Development(IAGDs)
An Indicator of AcademicGrowth and Development(IAGD) isthe specificevidence,withaquantitative
target,that will demonstratewhetherthe objective wasmet.EachSLOmust include atleastone
indicator.

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Each indicatorshouldmake clear
(1) whatevidence will be examined,
(2) whatlevel of performance istargeted,and
(3) whatproportionof studentsisprojectedtoachieve the targetedperformancelevel.
Indicatorscan alsoaddressstudentsubgroups,suchashighor low‐performingstudentsorELL students.
The Template forSettingSMARTGoals shouldbe referencedasa resource forsettingSLOs/IAGDs
(AppendixC).
Since indicatortargetsare calibratedforthe teacher’sparticularstudents,teacherswithsimilar
assignmentsmayuse the same evidence fortheirindicators,buttheywouldbe unlikelytohave identical
targets.For example,all 2ndgrade teachersina districtmightuse the same readingassessmentastheir
IAGD,but the performance targetand/orthe proportionof studentsexpectedtoachieve proficiency
wouldlikelyvaryamong2nd grade teachers.
NOTE: For 4th through8th grade teachersof English/Language ArtsandMath,teachersare encouraged
to use the CMT vertical scale scorestoset growthtargets.
Takentogether,anSLO’sindicators,if achieved,wouldprovide evidence thatthe objective wasmet.
Step 3: Provide Additional Information
Duringthe goal-settingprocess,teachersandevaluatorswill documentthe following:
 the rationale forthe objective,includingrelevantstandards;
 any importanttechnical informationaboutthe indicatorevidence (like timingorscoringplans);
 the baseline datathatwas usedtoset eachIAGD;
 interimassessmentsthe teacherplanstouse togauge students’progresstowardthe SLOduring
the school year(optional);and
 any trainingorsupportthe teacherthinkswouldhelpimprovethe likelihoodof meetingthe SLO
(optional).
Step 4: Submit SLOs to Evaluator for Approval
SLOs are proposalsuntil the evaluatorapprovesthem.While teachersandevaluatorsshouldconfer
duringthe goal-settingprocesstoselectmutuallyagreed-uponSLOs,ultimately,the evaluatormust
formallyapprove all SLOproposals.
The evaluatorwill examine eachSLOrelativetothree criteriadescribedbelow.SLOsmustmeetall three
criteriato be approved.If theydonot meetone or more criteria,the evaluatorwill providewritten
commentsanddiscusstheirfeedbackwith the teacherduringthe fall Goal-SettingConference.

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SLO Approval Criteria
Priority of Content Quality of Indicators Rigor of Objective/Indicators
Objective is deeply relevant to
teacher’s assignment and
addresses a large proportion of
his/her students.
Indicators provide specific,
measurable evidence. The
indicators provide evidence about
students’ progress over the
school year or semester during
which they are with the teacher.
Objective and indicator(s) are
attainable but ambitious and
taken together, represent at
least a year’s worth of growth
for students (or appropriate
growth for a shorter interval of
instruction).
Once SLOs are approved,teachersshouldmonitorstudents’progresstowardsthe objectives.Theycan,
for example,examine studentworkproducts,administerinterimassessmentsandtrackstudents’
accomplishmentsandstruggles.Teacherscanshare theirinterimfindingswithcolleaguesduring
collaborative time,andtheycankeeptheirevaluatorapprisedof progress.
If a teacher’sassignmentchangesorif his/herstudentpopulationshiftssignificantly,the SLOscan be
adjustedduringthe Mid-YearConference betweenthe evaluatorandthe teacher
At the endof the school year,the teachershouldcollectthe evidence requiredbytheirindicatorsand
submititto theirevaluator.Alongwiththe evidence,teacherswillcomplete andsubmitaself
assessmentwhichasksteacherstoreflectonthe SLOoutcomesbyrespondingtothe followingfour
statements:
1. Describe the resultsandprovide evidenceforeachindicator.
2. Provide youroverall assessmentof whetherthisobjectivewasmet.
3. Describe whatyoudid thatproducedthese results.
4. Describe whatyoulearnedandhowyou will use thatgoingforward.
Evaluatorswill reviewthe evidence andthe teacher’sself-assessmentandassignone of fourratingsto
each SLO:Exceeded(4points),Met(3 points),PartiallyMet(2 points),orDidNotMeet (1 point).
For SLOs withmore thanone indicator,the evaluator mayscore each indicatorseparately,andthen
average those scoresforthe SLO score,or he/she canlookat the resultsasa bodyof evidence regarding
the accomplishmentof the objective andscore the SLOholistically.
The final studentgrowthanddevelopmentratingforateacheristhe average of theirtwoSLO scores.
For example,if one SLOwasPartiallyMet,for2 points,andthe other SLO wasMet, for3 points,the
studentgrowthanddevelopmentratingwouldbe 2.5[(2+3)/2].The individual SLOratingsandthe
studentgrowthanddevelopmentratingwillbe sharedanddiscussedwithteachersduringthe End-of-
Year Conference.

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NOTE: For SLOsthat include anindicatorbasedonstate standardizedtests,resultsmaynotbe available
intime to score the SLO priorto the June 30 deadline.Inthisinstance,if evidenceforotherindicatorsin
the SLO is available,the evaluatorcanscore the SLO onthat basis.Or, if state testsare the basisfor all
indicators,thenthe teacher’sstudentgrowthanddevelopmentratingwill be basedonlyonthe results
of the SLO that isbasedon non-standardizedindicators.
However,once the state testevidenceisavailable,the evaluatorisrequiredtoscore or rescore the SLO,
thendetermine if the newscore changesthe teacher’sfinal (summative)rating.The evaluationrating
can be amendedatthat time asneeded, butno laterthan September15.
Sample SLOs
Some examplesof well-writtenStudentLearningOutcomesstatements:
"By the endof thiscourse,studentswillbe able to.........
.......identifyfive keyprovisionsof the cleanairact"
.......outlinethe procedure forcalibratingagaschromatograph"
.......interpretpoetryinthe cultural contextof itsperiod"
.......distinguish betweenconductionandconvection"
.......apply alegal precedenttoa novel event”
.......calculatethe probabilitythattwosample meanswill differbymore than5%"
.......explainwhicheconomicandpolitical factorscontributedtothe outbreakof W.W.II"
.......designanexperimentto determine the effectof temperature on..."
....... formulatea resume inthe foreignlanguage forajobapplicationabroad"
.......evaluatethe usefulnessof variousanthropological researchmethodsforthe studyof a specific
problembyselectingone of the optionsandjustifyingyourchoice"
Studentlearningoutcomesthatare phrased:
“The studentwill:know, learn, appreciate,understand,etc. are not appropriate forthispurpose.
Theymay be criticallyimportantoverarchinggoals,butare not specificenoughtolendthemselvesto
measurability.
Effective Objectives:
1. Describe whatyouwant yourstudentstolearnin yourcourse.
2. Are alignedwithprogramgoalsandobjectivesandthe restof the students’curriculum.
3. Tell howyou will knowateachinggoal hasbeenachieved.
4. Use action wordsthat specifydefinite,observablebehaviors.
5. Are assessable throughone ormore indicators(papers,quizzes,projects,presentations,journals,
portfolios,etc.)
6. Are realisticandachievable.
7. Use simple language.

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Bloom’sLevel Related Action Verbs
Knowledge (toknowspecificfacts,terms,
concepts,principles,ortheories)
define,identify,indicate,know,label,list,name,
recall,select
Comprehension(tounderstand,interpret,
compare and contrast,explain)
classify,compare,contrast,describe,discuss,
explain,
locate,paraphrase,report,review,summarize
Application(toapplyknowledge tonew
situations,tosolve problems)
apply,compute,construct,demonstrate,
dramatize,
give examples,investigate,predict,use
Analysis(to identifythe organizational structure
of something;toidentifyparts,relationships,
and organizingprinciples)
analyze,appraise,categorize,determine,diagram,
differentiate,experiment, question,relate,solve,
test
Synthesis(tocreate something,tointegrate
ideasintoa solution,topropose anactionplan,
to formulate anewclassificationscheme)
arrange,assemble,collect,compose,construct,
create,
design,formulate,manage,organize,perform,
plan,
prepare,produce,propose
Evaluation (tojudge the qualityof something
basedon itsadequacy,value,logic,oruse)
appraise,assess,choose,decide,estimate,
evaluate,
judge,rate,revise,select
Examplesof Course Learning Objectives
At the endof thiscourse studentswill be able to:
Designa Website usingHTML and JavaScript.
Describe the contributionsof womentoAmericanhistory.
Recognize the worksof majorRenaissance artists.
Facilitate agroup to achieve agreed-upongoals.
Determine andapplythe appropriate statistical procedurestoanalyze the resultsof simple
experiments.
Produce a strategicplanfor a small manufacturingbusiness.
Analyze acharacter’smotivationandportraythat character before anaudience.
Translate a Spanishnewspaperarticle toEnglishusingadictionary.
Differentiate amongfivemajorapproachestoanalyzingliterature.
Describe the majorethical issuesone mustconsiderwhenplanningahuman-subjectsstudy.
Locate andcriticallyevaluate informationoncurrentpolitical issuesonthe Web.
List anddescribe the functionsof the majorcomponentsof the humannervoussystem.
CorrectlyclassifyrocksamplesfoundinLitchfield County.
Analyze atennis player’sgame andprovide effectivefeedbackandtraining.
Demonstrate active listeningskills.

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SLO Samples-CMT/CAPT Tested Grade Levels & Subject Areas
SubjectArea: Mathematics
Grade(s):7
# ofstudents coveredby SLO: 27
% of studentscoveredby SLO: 100%
StudentLearning Objective:Studentswilldemonstrate masteryof proportional relationshipsand
operationswithrational numbersandexplainhow the solutionwasdetermined.
Rationale:I administeredabaseline assessmentcreatedcollaborativelywithmy7thgrade colleaguesto
see whatskillsandknowledge studentshadrelatedtosolvingmultistepproblemsinvolvingproportional
relationshipsandoperationswithrational numbers.CMTdata showedstudentshadsome difficulty
explaininghowthe solutionwasdetermined.Mypretestdate showed10% of studentsearned85% or
higherinbothareas.40% of studentsearned70%-84% showingproficiencyinbothareas,20% showed
proficiencyinone of the twoareasand 30% showedaneedforremediationinbothareas.
Indicator(s) for Academic Growthand Development(IAGD) atleastone is required
1) 100% of studentswhoscored85% inboth areaswill increase their scoresto 95%.
2) 100% of studentswhoscored84-70% will increase theirscoresto94-80%.
3) 100% of studentswhoscoredbelow 70% will increase theirscoresby 10%.
SubjectArea: Reading
Grade(s):4
StudentLearning Objective:Studentswilldemonstrate proficiencyinselectingandusingrelevant
informationfromthe textinordertosummarize eventsand/orideasinthe text.
Rationale:This objective waschosenbecauseitalignswiththe CCSSReadingforLiterature Standard4:
Refertodetailsandexamplesinatextwhenexplainingwhatthe textsaysexplicitlyandwhendrawing
inferencesfromthe text.
The objective alignstoDistrictGoal of improvingstudentperformance inthe areaof literacy.School
ImprovementPlanisforall studentstobe readingongrade level orhigher.ReadingComprehensionis
assessedonthe Grade 4 StandardizedTestandfactorsintoour SPI.
StandardizedIndicatorUsed:Atleast85% of my studentswill attaingoal onthe Grade 4 CMT inMarch
2013.

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SLO Samples-CMT/CAPT Tested Grade Levels & Subject Areas
SubjectArea: Math
Grade(s):10
StudentLearning Objective:Studentswilldemonstrate proficiencyindevelopingandapplyingavariety
of strategiestosolve multi-stepandnon-routineproblems.
Rationale: This objective was chosen becauseit aligns with the CCSS standard 9- Use units as a way to understand
problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas;
choose and interpret the scaleand the origin in graphs and data displays.Theobjective aligns to DistrictGoal of
improvingstudent performance in the problem solving.
Pretest data shows 22% of the students arecompetent in problem solvingand reasoningand computingand
estimatingwith few minor arithmetic errors.
47% of students demonstrate reasonableunderstandingof the essential mathematical concepts and processes,
but make errors due to careless execution of mathematical processes.
31% of students demonstrate a partial understandingof some of the concepts and processes.Their responses
show insufficientmathematical skills and errors in basicarithmetic contributingto their inability ability to solve
problems of this type.
StandardizedIndicatorUsed:Atleast85% of my studentswill attaingoal onthe Grade 10 CAPT inMarch
2013.
SubjectArea:Social Studies
Grade(s):10
# of students coveredby SLO: 87
StudentLearning Objective:Studentswilldemonstrate proficiencywritingan
informative/explanatorytexttoexamineandconveycomplex ideas,concepts,andinformationclearly
and accuratelythroughthe effectiveselection,organization,andanalysisof content.
Rationale: Thisobjective waschosenbecauseitalignswiththe CCSSWritingStandards.Ona writing
pre-assessment28%of studentsdemonstratedthe abilitytodevelopaclear, well-supportedposition
withaccurate andrelevantinformationfrommultiplesources.46% of studentsare able to developa
position,butitisnotpersuasive andissupportedwithevidence fromonlyone source.26% of students
demonstrate anabilitytostate a position,butprovide limitedtonosupport.Additionally,76% of
studentsdonot adequatelyuse transitionseffectively.
StandardizedIndicatorUsed:Atleast85% of my studentswill attaingoal onthe Grade 10 CAPT Writing
Acrossthe Disciplines:InterdisciplinaryWritinginMarch2013.

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Sample Student Learning Objectives-Non Tested Subject Areas
(CMT/CAPT)
SubjectArea: Physical Education
Grade(s):5
# of students coveredby SLO: 60
StudentLearning Objective:Studentswilldemonstrate improvementinaerobiccapacityandupper
bodystrengthas measuredbythe FitnessGramTestof Physical Fitness.
Rationale:Previous dataon our statewide testof physicalfitnessindicatesthat8% of 5th grade students
scoredwithinthe “HealthyFitnessZone”inaerobiccapacityand55% scoredwithinthe “HealthyFitness
Zone”inupperbodystrength.Bothscores are significantlylowerthanthose forotherskillstestedon
FitnessGram.Changestoourphysical educationcurriculumshouldallow forsignificantimprovementfor
5th grade studentsinbothareasneedingimprovement.
Indicator(s) for Academic Growthand Development(IAGD)atleastoneis required
1) 50% of 5th grade studentswill improve theiraerobiccapacityandscore withinthe “Healthy
FitnessZone”onFitnessGrambyJune 2013.
2) 70% of 5th grade studentswithimprove theirupperbodystrengthandscore withinthe “healthy
FitnessZone”onFitnessGrambyJune 2013.
SubjectArea: AP-UnitedStatesHistory
Grade(s):11
StudentLearning Objective:Studentswillincrease theirabilitytoidentifyandcreate the keyelements
of a strongDocumentBasedQuestion(DBQ) responseincludingaclearthesisstatement,presentation
of strongsupportive argumentsandincorporationof primarydocuments.
Rationale:A majorityof studentsscoredbelow 70% on the assessmentsof studentwritingperformance
usingthe APDBQ Rubricon the pre-testadministeredinSeptember2012.
1) 80% of studentsscoringbelow70% on APU.S. HistoryDBQ on the pre-testwill increase their
score by at least20 pointsonthe post-testinJune 2013.

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(CMT/CAPT)
SubjectArea: Reading
Grade(s):1
StudentLearning Objective:Studentswillincrease readingscoresfrombaselinedataandwill be reading
on or above grade level byendof yeartesting.
Rationale:My targetsare basedon KindergartenFountasandPinnell scores.Iamalsobasingmy targets
on typical growthpatternsIhave observedinanacademicyear.Last year,100% of my studentsmoved
up 4 levelsand90% of my studentsmovedup5 levels.The tieredtargetsIhave setreflectrigorousbut
attainable goalsforthisschool year.
Indicator(s) for Academic Growthand Development(IAGD)
1) Eightstudentswhoare readingbelow grade levelwillmove upatleast6 readinglevels(PRtoF,
A to G, B to H) by May 2013.
2) Six studentswhoare readingongrade level (C,D,E) will move upat least5 levelsorreach
proficiencywithLevel JtextsbyMay 2013.
3) Sevenstudentswhoare readingabove grade level (LevelFand above) will move upatleast4
levelsorreachproficiencywithLevel MtextsbyMay 2013.
*RhodeIsland Departmentof Education
SubjectArea: Visual Arts
Grade(s):3
StudentLearning Objective:Studentswillbe able todraw a human figure inanaction pose showing
correct bodyproportionsandappropriate locationof external bodyparts.
Rationale:Historically,thisisachallengingassignmentandthe districtrubricsetsa highstandardfor
control of medium,understandingof perspective,properscale etc.Ihave observedthatstudents
typicallyreachmasteryof slightlymore thanhalf of the competenciesbythe endof the semester.Ihave
taught these studentsas2ndgradersas well soI know theirpreviousunderstandingsandthe pre-
requisite skillsthatare currentlyinplace.SuccessfullymeetingthisSLOwill requirestudentsto
demonstrate anunderstandingof scale,perspectiveandshading.
1) 100% of studentswill improve byatleast2 levelsonatleast5 competencies(outof 8)usinga
departmentcreatedrubricbythe endof the year.
*RhodeIsland Departmentof Education

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(CMT/CAPT)
SubjectArea: World History
Grade(s):9
StudentLearning Objective:Studentswillimprovetheirabilitytowrite aresponse toaninformational
text,usingbothprimaryandsecondarysources.
Rationale:Historystudentsmustbe able to analyze andinterpretinformationaltextsandrespondto
textinwriting.A reviewof 8thgrade writingscoresindicatesthatonly63% of incomingfreshmanare
proficientinwriting.These targetsreflectstudents’varyingstartingpointsbutsetsthe standardthatthe
majorityof studentswill reachproficiencybythe endof the year.
1) 80% of studentswill score a4 or better(6 pointscale) onthe WorldHistoryCommonTask
Rubric(districtdesigned) onatleasttwoof the final three WorldHistoryCommonTasks
administeredin the final semester.
2) 20% of students,whohave beenidentifiedashavingsignificantlybelow grade level writing
skills,will score a3 or betteronat leasttwo of the final three WorldHistoryCommonTasksof
the year OR will score a4 on at leastone of the final three CommonTasksinthe final semester.
* RhodeIsland Departmentof Education
SubjectArea: Health/Wellness
Grade(s):9
StudentLearning Objective:Students willdemonstrate anunderstandingof how propernutrition
contributestoa healthylifestyle.
Rationale:The HealthandPhysical EducationDepartmenthasdecidedtofocusatleastone SLO on the
importance of propernutrition.Inadditiontobeinganintegral partof our curriculum, we wanttohelp
our studentsmake healthychoiceswithregardtofood.WithchildhoodobesityandType IIDiabeteson
the rise,itis more importantthaneverto educate youngpeople aboutpropernutrition.Thisfocuswill
allowusto make keyinterdisciplinaryconnectionstoScience andEnglishLanguage Arts.The pre-test
administered,alignedtoourendof course exam, earnedanaverage score of 47%.
1) All students will earna75% or higheronthe endof course exam.
2) All studentswill earnascore of 3 or betteron a 5 pointscale rubricon the PowerPointProject,
as designedandmeasuredbythe districtrubricatthe end of the semester.

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(CMT/CAPT)
SubjectArea: Spanish
Grade(s):11-12
% of studentscoveredby SLO: 100% of Spanish 4 classes
StudentLearning Objective:Studentswilldemonstrate proficiencyinreadingcomprehensionof longer
passagesinSpanish.
Rationale:Afterreviewingpre-testdatafroma districtdesignedassessmentadministeredinthe first
weekof thiscourse,Ihave determinedthatall studentsreadingcomprehensionskillsare “approaching
proficient”or“proficient”onshortselections(average 70%).Moststudentsare not demonstrating
readingcomprehensionproficiencyonlongerpassages(average 50%).Ihave chosenthisobjectiveso
that the studentswill developadditionalreadingstrategiesthatwill helpthemimprove theirreading
comprehensioninbothSpanishandEnglish.
1) All studentswill earnanaverage score of at least65% (approachingproficiency).Atleasthalf of
the studentswill score 75%(proficiency).Of those,10% will score 85% (above proficiency)or
betterbyJune 2013.
SubjectArea: Music
Grade(s):K-2
# ofstudents coveredby SLO: 25 (K) 31(1) 27(2)
% of studentscoveredby SLO: 100% of K-2 classes
StudentLearning Objective:StudentsingradesK-2will notate simplerhythmicpatternsusingiconic
standardnotation,includingquarternotes/rests,eighthnotes(paired),half notes/restsandwhole notes
insimple metersof 2,3 or 4.
Rationale:This will be the firsttime thatI have administeredaformal assessmentwithmyK-2students.
Elementarymusicteachersinmydistrictmettodiscusspaststudentperformancesonthese typesof
tasksto come to consensusaboutappropriate expectationsforstudentsatthese grade levels.We
createda 5 pointrubricto reflecta level of proficiency(3/5) anda way for studentstodistinguish
themselves(4orbetter).The assessmentsdesignedreflectspecificexpectationsforeachgrade level.
1) K- 100% of studentswill earna3/5 or betteronour departmentdesignedendof year
assessmentspecifictoexpectationsforKindergarten.Of these,50% will earna 4/5 or better.
2) Gr. 1- 100% of studentswill earna3/5 or betteronour departmentdesignedendof year
assessmentspecifictoexpectationsforGrade 1. Of these,50% will earna 4/5 or better.3) Gr. 2-
100% of studentswill earna3/5 or betteron our departmentdesignedendof yearassessment
specifictoexpectationsforGrade 2. Of these,50% will earna 4/5 or better.

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Sample Student LearningObjectives-Educator/StudentSupportSpecialists
SubjectArea: Intellectual Disabilities
Grade(s):6
% of studentscoveredby SLO: 100% of Grade 6
StudentLearning Objective:My 6th grade studentswill improve theirsocial andemotional
competencieswithanemphasisonsocial andemotional skills,positive attitude aboutself andothers,
and appropriate social interactions.
Rationale:By increasingpositivesocial andemotional interactionsandskills,ourstudentswillbe better
preparedtoaccess the CommonCore State Standardsand performat or above grade level expectations.
A responsible individual will use verbal andnon-verbal skillsindevelopingandmaintaininghealthy
personal relationships.The abilitytoorganize andconveyinformation,beliefs,opinionsandfeelingsare
skillswhichstrengtheninteractions.Workingtoimprove andstrengtheninteractionscanreduce conflict
and positivelyimpactacademicperformance.
1) 100% of my6th grade studentswill earnascore of 3 ineach of three targetedbehaviorsat
least60% of the time usingan Emotional IdentificationChecklist fromthe Incredible 5
PointRatingScale (5PRS) byJune 2013.
SubjectArea: Algebra (Co-Teacher)
Grade(s):9
StudentLearning Objective:My co-taughtAlgebrastudentswill be able tomodel real worldsituations
and solve algebraicproblemsusingtheirknowledge of equations(linear,quadratic,simple,exponential
and rational).
Rationale: My general-educationco-teacherandIhave set thisSLO togetherandhave agreeduponthe
targetsfor all students.Anabilitytomodel andsolve equationsisthe weakestskill amongthisgroupof
students.Thismirroredlastyear’scohortandthe target thenwasfor most studentstoscore 80% or
betteronthe districtwide final exam.Formanystudentsthisgoal wasnotreachedand we beganto
discusswhatsupportswe neededtosee greaterprogressfromourstudents.Afterlearningmore about
CCSS,workingwiththe newDepartmentChair,andimplementinganumberof strategiesand
interventionslastyearwe feelmore confidentaboutputtingthisSLOinplace forall studentsstartingat
the beginningof the year
1) 84% of studentswill average 80% or higheronitemspertainingtomodelingandsolving
equationsonthe districtfinal exam.
2) The 12 students(16%) whotestedbelow 50% onthe baseline forequationswilleachmake gains
of 30% on itemspertainingtomodelingandsolvingequationsonthe districtfinal exam.

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*The otherAlgebrateacher,the MathDepartmentChairand I will score examstogether.
SubjectArea: Special Education-Reading
Grade(s):1-2
StudentLearning Objective:All of mystudentsingradesone and twowill show growthinreading
comprehension,oral readingandreadingfluency.
Rationale:The DRA2 was administeredduringthe firsttwoweeksof school.15 outof the 17 students
on mycaseloadare currentlyreadingbelowgrade level.Of those studentsnotyetreadingongrade
level,manyof themare close andthisdata makesme confidentthatwithstrategicinterventionsthis
gap can close dramaticallybythe endof the year.
1) 92% of my studentswill increasetheirDRA2score to grade level byJune 2013.
SubjectArea: ESL/Bi-Lingual
Grade(s):K-6
StudentLearning Objective:My EnglishLanguage Learnerswill make progressinacquiringEnglish
language proficiency.
Rationale:By supportingthe developmentof EnglishLanguage acquisition,ourstudentswill be able to
performat grade level expectancy(GLE).
1) 90% of EnglishLanguage Learnerswill make progressinacquiringEnglishLanguage proficiency
as measuredbythe Language AssessmentScales(LAS-Links) byJune 2013.
SubjectArea: Early Childhood
Grade(s):Pre-K
StudentLearning Objective:Studentswillincrease sustainedengagementinproblemsolvingactivities.
Rationale:Young learnersneedopportunitiestodiscoverandinvestigate throughactivitiesspecifically
designedtoengage andsustainattention.Adultsinthe classroomassistinsustainingengagement
throughphysical andverbal interactionsinanefforttograduallyincrease time devotedtoasingle task.

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1) 100% of myPre-Kstudentswill demonstrateanincrease indurationof sustainedengagementin
at leastone problemsolvingactivityperday.Asa result,100% of mystudentswill demonstrate
an increase inperformance,asmeasuredbythe Brigance Inventoryof EarlyDevelopment,from
theirbaseline level byMay2013.
SubjectArea: Guidance Counselor
Grade(s):6 and 9
StudentLearning Objective:All studentswill create academicandpersonal/social goalsbyparticipating
ina transitionseminarprogram.
Rationale:Adjustingtoa newschool environmentischallengingforstudents.These seminarswill
ensure thatstudentsget to knowtheircounselorsearlyinthe school yearandwill fosterarelationship
withthe counselor.Studentswill discussthe academicandbehaviorexpectationsof the school aswell
as waysof askingforhelpas neededfromtheirteachers,counselors,andotheradultsinthe school
community.These seminarswillresultincreatingacademicandpersonal/social goalstoimplement
duringthe school year.Goal settingisanimportantlife skill;
self-efficacyisanimportant21st centuryskills.Thisobjective alsofulfillsgoalsidentifiedinthe American
School CounselorAssociationNational Standardsforschool counselingprogramsandsupportsthe goals
of the WaterfordSchool CounselingProgramGradesK-12.
1) All of my studentswill use data(progressreports,grades,teacherandparentcomments,test
scores,attendance,behaviorconcerns) todevelopandimplementanacademicand
personal/social actionplanfortheirgoalsforthe school year.I will monitorstudentprogress
every6-8 weekstoidentifystudentswhoneedadditionalsupportandinterventions.
SubjectArea: Guidance Counselor
Grade(s):8 and 11
StudentLearning Objective:Studentswillidentifyapersonal,academic,career/educationgoal andwill
create and implementanactionplan.
Rationale:Goal settingandplanningare essentiallifeskillsforfuture college andcareerreadiness.Self-
efficacyisan important21st centuryskill.State law mandatesthateachstudenthasa studentsuccess
planthat specificallyaddressesacademicandcareerplans.Thisobjective alsofulfillsgoalsidentifiedin
the AmericanSchool CounselorAssociationNational Standardsforschool counselingprogramsand
supportsthe goalsof the WaterfordSchool CounselingProgramGradesK-12.

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1) 100% of myeighthandeleventhgrade caseloadwill use datafromgrades,test
scores,teacherandparent feedbacktocreate andimplementthroughthe entire
yeara personal academicgoal andactionplan,includingtimeline andevidence
of success.Studentswill monitorthemselvesandwillexplaintheirworkand
progress throughmonthlysummaryupdatesandwrittenreflectionsthatsupport
school literacyexpectationsthroughthe use of NAVIANCEtechnology.
SubjectArea: School Psychologist
Grade(s):7
StudentLearning Objective:Studentswillincrease respectful behaviorsintheirclassroomsasindicated
by participationindiscussions/activitiesasdirectedbythe teacher.
Rationale: Ideally,the goal of increasingparticipationisnottohave everystudentparticipate inthe
same way or at the same rate. Instead,itisto create an environmentinwhichall participantshave the
opportunitytolearnandin whichthe classexploresissuesandideasindepth,fromavarietyof
viewpoints.The teacher’sgoal istocreate conditionsthatenable studentsof variouslearning
preferencesandpersonalitiestocontribute.Manyof mystudentsinthisgrouphave a historyof non-
compliance andoffice referrals.Togetherwithsome of theirteachers,specific
behaviorplanshave beencreatedtominimize disruptionandincrease engagementinthe content.
1) 100% of studentswill decrease theirnumberof officereferralsby10% by
February2013. IAGD to be re-visitedforpossibleincrease atthattime.
2) 100% of studentswill demonstrate atleast80% compliance ontheirindividual
behaviorplanstobe reviewedmonthly.
SubjectArea: Speech/Language Pathologist
Grade(s):K-5
StudentLearning Objective:Studentswillenhance oral language andbuildvocabularyskillstomore
activelyengage inclassroomdiscussions.
Rationale:The size of a child'svocabulary isa strong predictorof readingsuccess.One reasonchildren
do notbecome proficientreaders,isbecause theydonothave a functional vocabularythatenables
themto understandthe wordstheyread.My focusisto designlessonsaroundbuildingvocabularyusing
assessmentdatafromthe Testof Language Development.Usingrelevantvocabularydataandmeeting

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withteacherstoselectvocabularythatistiedto the curriculumandcuts across variouscontentareas
will assistme toselectspecificvocabularytoenhance oral language,improve scoresonthe Testof
Language Developmentandincrease active participationof studentsinclassroomdiscussions.
1) From pre to posttesting(Sept.2012-May 2013), 85 % of my studentswill
expandtheirvocabularyskillstoincrease theirunderstandinganduse of 25
nouns,verbsandprepositionswhenengagedinclassroomdiscussionsas
measuredbythe Testof Language Development(TOLD).
SubjectArea: Library/Media Specialist
Grade(s):3-5
StudentLearning Objective:Studentsingrades3,4 and 5 will increase theirunderstandingof research
practicesto gaininformationforclassroomprojects.
Rationale:As the librarymediaspecialist,itisimportantforme to workwithstudentsandother
membersof the learningcommunitytoanalyze learningandinformationneeds,tolocate anduse
resourcesthatwill meetthose needs,andtounderstandandcommunicate the informationthe
resource provides.Studentsneedtoaccess,evaluate,anduse informationfrommultiple sourcesin
orderto learn,to think,andto create and to applyknowledge.Studentsneedtoknow how touse
informationforcritical thinkingandproblemsolvingasitappliestospecificlearningprojectsassigned.
1) 100% of studentswill accuratelyuse the DestinyCatalogue whenresearching
informationforaclassroombasedprojectbyMay 2013.
2) 100% of studentsateach grade level will score 75% or higheron a district
developedassessmentinMay2013.

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Appendix 4: Links

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Connecticut’sSystemforEducatorEvaluationandDevelopment(SEED):
http://www.connecticutseed.org/
The ConnecticutCommonCore of Teaching(CCT):
http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320862
http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/board_approved_cct_2-3-2010.pdf
The CT TeacherEducationand Mentoring(TEAM) program:
http://www.ctteam.org/

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Appendix 5: Glossary

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Important terms in teacher evaluation
IAGD:
An Indicatorof AcademicGrowthand Development(IAGD) isthe specificevidence,withquantitative
targets,that will demonstratewhetheraStudentLearningObjective(SLO) wasmet.EachSLO must
include atleastone IAGD.Each IAGDmust make clear(1) whatevidence will be examined,(2) whatlevel
of performance istargetedand(3) whatproportionof studentsisprojectedtoachieve the targeted
performance level.
SEED:
Connecticut’s SystemforEducatorEvaluationand Development,knownasSEED,outlinesanew model
for the evaluationandsupportof educatorsinConnecticutandisalignedtothe ConnecticutGuidelines
for Educator Evaluationapprovedbythe State Boardof Educationon June 27, 2012.
SLO:
A StudentLearningObjective (SLO) isanacademicgoal thatteachers/administratorsandevaluatorsset
for groupsof students.Inthe SEED Handbook,there are differencesbetweenhow SLOsare defined
withinthe teachermodel andthe administratormodel.The table below outlinesthesedifferences.
Administrator SLOs Teacher SLOs
AdministratorSLOscombine the three areas
of teacherSLOintoone SMART statement.
Theyare writtenlike aSMART goal and
include target,measurementandtime within
a single SLO.Theyshould:
 Aligntodistrictand school learning
goals
 Provide ameasure
 Be writteninSMARTformat
 Focuson priorityareas
TeacherSLOs containthree componentparts: Broad
goals for studentlearningthataddressa central purpose,
a rationale that explainswhythisisanimportantareaof
improvement,and at leastone IAGDwhich is the specific
evidence,witha quantitative target, that will
demonstrate whetherthe objective was met.
SMART:
At the start of the school year,eacheducatorwill workwithhisor herevaluatortodeveloptheir
practice and performance goal(s) andSLOsthroughmutual agreement.All goalsshouldhave aclearlink
to studentachievementandschool/districtpriorities.
Goalsshouldbe SMART:
S=SpecificandStrategic
M=Measurable
A=AlignedandAttainable
R=Results-Oriented
T=Time-Bound

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StEPP:
Standardsfor Educator Performance andPractice. Thisisa rubric thatprovidesacontinuumto rate
teacherperformance basedonthe CT CommonCore of Teaching.
SBAC:
SmarterBalancedAssessmentsgobeyondmultiple-choice questionstoinclude extendedresponseand
technologyenhanceditems,aswellas performance tasksthatallow studentstodemonstratecritical-
thinkingandproblem-solvingskills.Performance taskschallenge studentstoapplytheirknowledge and
skillstorespondtocomplex real-worldproblems.Theycanbestbe describedascollections of questions
and activitiesthatare coherentlyconnectedtoasingle theme orscenario.These activitiesare meantto
measure capacitiessuchasdepthof understanding,writingandresearchskills,andcomplexanalysis,
whichcannotbe adequatelyassessedwithtraditional assessmentquestions.The performance taskswill
be takenon a computer(butwill notbe computeradaptive) andwill take one totwoclassperiodsto
complete.The SmarterBalancedAssessmentsare alignedwiththe CommonCore State Standards(CCSS)
and will replace CMTand CAPTassessments.
SPI:
SPIis the School Performance Index andindicatesoverall studentperformance inaschool basedon
ConnecticutMasteryTest(CMT) andConnecticutAcademicPerformance Test(CAPT) results.
StudentOutcomes relatedindicators:
An evaluationof ateacher’scontributiontostudentacademicprogress,atthe school andclassroom
level.There isanoptioninthisfocusareato include studentfeedback.Thisfocusareaiscomprisedof
twocategories:
 Student growthand development(45%) as determinedbyacademicprogressrelatedtoa
teacher’sstudentlearningobjectives(SLOs),and
 Whole-school measureofstudentlearningor student feedback (5%) as determinedby
aggregate studentlearningindicatorsorstudentsurveys.
Teacher Practice relatedindicators
An evaluationof the core instructionalpracticesandskillsthatpositivelyaffectstudentlearning.Inthe
SEED model,thisfocusareais comprisedof twocategories:
 Observationof teacher performance andpractice (40%) as definedinthe CCT-StEPP
Framework,whicharticulates sixdomainsandeighteencomponentsof teacherpractice;and
 Familyfeedback(10%) strategiesbasedonareasfor improvementbasedonschool-wide survey
Whole School studentlearningindicators:
For districtsthatinclude whole-school studentlearningindicatorsinteacherevaluations,ateacher’s
indicatorratingsshall be representedbythe aggregate ratingforthe multiple studentlearning
indicatorsestablishedbythe administrator’sevaluationrating.

Reviewed04/25/2013
77
Appendix 6: Rubrics
The practice and performance evaluation rubrics are lengthy documents. These will be posted
separately on the district website. Rubrics are available for classroom teachers and for each of the
certified student support positions.

TPS SEED plan FINAL Ap2013

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