2017-18 Teacher Eval System Revised 2.26
2018-19Instructional Evaluation System TemplateManatee County2018-2019Cynthia Saunders – SuperintendentKim Organek – Executive Director ofCurriculum and Professional Learning9417516550 x2155
Table of Contents1. Performance of Students2. Instructional Practice3. Other Indicators of Performance4. Summative Evaluation Score5. Additional Requirements6. District Evaluation Procedures7. District Self‐Monitoring8. Appendix A – Checklist for ApprovalDirections:This document has been provided in Microsoft Word format for the convenience ofthe district. The order of the template shall not be rearranged. Each section offersspecific directions, but does not limit the amount of space or information that canbe added to fit the needs of the district. All submitted documents shall be titled andpaginated. Where documentation or evidence is required, copies of the sourcedocument(s) (for example, rubrics, policies and procedures, observationinstruments) shall be provided. Upon completion, the district shall email thetemplate and required supporting documentation for submission to the addressDistrictEvalSysEQ@fldoe.org.**Modifications to an approved evaluation system may be made by the district at anySchoolof ManateeCountyPage 1time.DistrictA revisedevaluationsystem shall be submitted for approval, in accordance withRule 6A-5.030(3),F.A.C.TheTemplateentire templateshall be sent for the approval process.InstructionalEvaluationSystem(IEST – 2015)
1. Performance of StudentsDirections:The district shall provide: For all instructional personnel, the percentage of the evaluation that is based on theperformance of students criterion as outlined in s. 1012.34(3)(a)1., F.S., along with anexplanation of the scoring method, including how it is calculated and combined [Rule6A‐5.030(2)(a)1., F.A.C.]. At least 33% of the evaluation is based on student learning growth assessed annually bystatewide assessments. For subjects not measured by statewide assessments, the districtwill calculate student learning based on district‐wide assessments developed by orapproved by the district unless it’s a Pre-K teacher, ESE Specialist or a MTC teacher or ateacher who has less than 10 matched student scores available in RVT 1 & 2 in theevaluation year. The aforementioned teachers will receive 83% of their final summativeevaluation from the Instructional Practice score and 17% from the ProfessionalDevelopment Plan. The district will use the district-adopted student growth measures for courses associatedwith Florida Standards Assessments as well as those noted on page 4. Teacher’s Confidence Interval – Using each teacher’s mean student growth/performanceand standard deviation, the District will calculate 99.9%, 99% and 50% ConfidenceIntervals for each teacher based on his/her assigned students. The Confidence Intervalsprovide a level of confidence that the teacher’s classification is valid and reliable. Theteacher’s Confidence Intervals are defined as the teacher’s mean plus or minus the z‐value representing the desired confidence level multiplied by the result of the teacher’sstandard deviation divided by the square root of the number of students. Definition of HE, E, NI and U on Student Growth. Unsatisfactory – A teacher will beclassified as Unsatisfactory if the teacher’s entire 99.9% confidence interval is less thanthe district average. Needs Improvement/Developing – A teacher will be classified asNeeds Improvement/Developing if the teacher’s entire 99% confidence interval is lessthan the district average and some of the teacher’s 99.9% confidence interval is greaterthan the district average. Highly Effective - A teacher will be classified as Highly Effectiveif the teacher’s entire 50% confidence interval is greater than the district average.Effective - A Teacher will be classified as Effective if the teacher’s confidence intervals donot meet any of the above classifications. For classroom teachers newly hired by the district, the student performancemeasure and scoring method for each evaluation, including how it is calculatedand combined [Rule 6A‐5.030(2)(a)2., F.A.C.].School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 2
The district will measure growth using equally appropriate formulas. The FloridaDepartment of Education will provide the appropriate models. The district will have theoption to request, through evaluation system review process, to use studentachievement, rather than growth, or combination of growth and achievement forclassroom teachers where achievement is more appropriate. For all instructional personnel, confirmation of including student performance data for atleast three years, including the current year and the two years immediately preceding thecurrent year, when available. If less than the three most recent years of data are available,then the most recent consecutive years of available data will be used. If more than threeyears of student performance data are used, specify the years that will be used [Rule 6A‐5.030(2)(a)3., F.A.C.]. If it’s a PreK teacher, ESE Specialist or a MTC teacher or a teacherwho has less than 10 matched student’s scores available in RVT 1 & 2 in the evaluationyear. The aforementioned teachers will receive 83% on the Instructional Practice scoreand 17% on the Professional Development Plan. The state model is a core three‐level covariate model that includes a calculation ofthe unique teacher effect plus one‐half of the overall school effect. The teachereffect is the difference between the predicted performance and actual performanceof the students connected with the teacher for each FSA reading and math test. Thepredicted performance is based on the previous two years of FSA performance by thestudent while taking into consideration the additional state approved variables. If less than three years of data are available, years for which data are available must beused. The district will include student learning growth data and other measurable studentoutcomes, as they are approved at the state or local level. If the most recent year of datais not available, a teacher will receive 83% of their final summative evaluation from theInstructional Practice score and 17% from the Professional Development Plan. For classroom teachers of students assessed and not assessed by statewide,standardized assessments, the district‐determined student performance measure(s)are listed in the tables below [Rule 6A‐5.030(2)(a)5., F.A.C.] For instructional personnel who are not classroom teachers, the district‐determinedstudent performance measure(s) will be used (except for PreK, MTC and ESESpecialists) [Rule 6A‐5.030(2)(a)6., F.A.C.]School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 3
The following optional chart is provided for your convenience. Other ways to displayinformation are acceptable. This chart is intended to address some of the bullets listedabove, but additional documentation may be needed.Student Performance MeasuresELEMENTARY SCHOOLGrade level or SubjectArea of TeacherKindergartenStudents new to district:1st Grade2nd Grade including ESEnot eligible for FSAAStudents in district prioryear:1st Grade2nd Gradeincluding ESE noteligible for FSAAStudents new to district:3rd Gradeincluding ESE noteligible for FSAAStudents in district prioryear:3rd Gradeincluding ESE noteligible for FSAA4th Grade(FSA assessed)including ESE noteligible for FSAA5th Grade(FSA assessed)including ESE noteligible for FSAA5th Grade ScienceESEAssessment or DataProcess to determine ratingAssessmentModelI-Ready Reading andMathDiagnostic 1 (current year) toDiagnostic 3 (current year)GrowthI-Ready Reading andMathDiagnostic 3 (prior year) toDiagnostic 3 (current year)GrowthI-Ready to FSADiagnostic 1 (current year)reading and math to FSAGrowthI-Ready to FSADiagnostic 3 (prior year)reading and math to FSAGrowthFSA ELA & MathStudent dataPerformanceFSA ELA & MathStudent dataPerformanceSSA ScoresPerformanceFSAA ScorePerformanceStatewide ScienceAssessment (SSA)FSAASchool District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 4
InterventionistsI-Ready and FSA ELAand MathElementary SpecialAreas – Arts, Music,PE/Vocational AreasInstructional Coaches,(includes Reading andMath Coaches),Guidance Counselors,Media Specialists,Student SupportSpecialistsDependent upon rosteredstudent data or school scoreGrowthand/orPerformanceiReady and FSA ELAand MathSchool iReady student growthrating and Student Data for FSAPerformanceiReady and FSA ELAand MathSchool iReady student growthrating and Student Data for FSA**Unless this group has students Performancerostered to them for a coursespecified and listed in Focus**School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 5
MIDDLE SCHOOLGrade level or SubjectArea of Teacher6th Grade ELA7th Grade ELA8th Grade ELA(FSA assessed) andany ESE not takingFSAA6th Grade Math7th Grade Math8th Grade Math(FSA assessed) andany ESE not takingFSAAProcess to determine ratingAssessmentModelFSA ELAStudent dataPerformanceFSA MathStudent dataPerformanceAlgebra 1 Honors,Geometry HonorsState EOCEOC scoresStudent data within the districtPerformanceAlgebra 1 and GeometryState EOCEOC scoresStudent data within the districtPerformanceCivicsState EOCEOC scoresStudent data within the districtPerformance8th Grade ScienceStatewide ScienceAssessment (SSA)SSA ScoresPerformanceESEFSAAFSAA ScorePerformanceCritical Thinking/CreditRecoveryOdysseywareCourse CompletionPerformanceIndustry CertificationFSA ELA and/orIndustry CertificationtestFSA ELA student data and/orPass ratePerformanceForeign LanguageFSA ELAStudent dataPerformanceAssessment or DataSchool District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 6
Other ClassroomInstructional(Non-FSA assessed)Reading Coaches,Guidance Counselors,Media Specialists, andStudent SupportSpecialistsFSA ELAFSA ELA Student DataPerformanceFSA ELA Student DataFSA ELASchool District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)PerformancePage 7
HIGH SCHOOLGrade level or SubjectArea of Teacher9th Grade10th Grade(FSA assessed)Intensive Reading,Intensive Language Arts(9th And 10th)Algebra 1B,Algebra 1, Geometry,Algebra 1 Honors,Geometry Honorsand Pre-AICE MathBiology, U.S. HistoryMath for CollegeReadiness, Intensive Math**(All other EOC testesmath courses that are noncollege level and not stateassessed**)English 3, English 4,Intensive Reading,Intensive Language Arts(11th and 12th) and 11thand 12th grade notassessed by an EOC orother test.APIBAICEAssessment or DataProcess to determine ratingAssessmentModelFSA ELAFSA ELA student dataPerformanceState EOC and/orconcordant scorePass rate on the test or concordantPerformancemeasureState EOCAlgebra 1 Retake,PERT( retakes),SAT/ACT ( mathretakes)EOC scoresGrowth on concordant measuresFSA ELA retake andACT/SAT retakeStudent Scale ScorePass Rate Score or Growthon a college levelStudent scores adjusted for localconcordant assessment –and state (where applicable)SAT, ACT, PERTsubject area eESEFSAAFSAA ScorePerformanceAll ResearchCourses/Credit RecoveryOdysseywareCourse CompletionPerformanceIndustry CertificationIndustry certificationtest, FSA ELA orconcordant scoresPerformanceFSA ELA student data and/or PassrateSchool District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 8
Foreign LanguageOther ClassroomInstructional(Non-FSA assessed)ROTC, Algebra 1Reading Coaches,Guidance Counselors,Media Specialists, andTest AdministratorsFSA ELASAT, ACT, PERT ELA andretakesStudent dataPerformanceFSA ELAFSA ELA Student dataPerformanceFSA ELAFSA ELA Student dataPerformanceSchool District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 9
Manatee County will create a district determined Student Growth Score for each teacherand will be converted as necessary based on the district approved tables listed above.This score will be a 1‐4 score, indicated by U to HE. The chart below demonstrates howthis score will be converted to points for the summative evaluation score:Categorical ScoreHighly Effective Points3.50-4.00Effective2.50-3.49Needs Improvement/DevelopingUnsatisfactorySchool District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)1.50-2.491.00-1.49Page 10
2 Instructional PracticeDirections:The district shall provide:For all instructional personnel, the percentage of the evaluation that is based on theinstructional practice criterion as outlined in s. 1012.34(3)(a)2., F.S., along with explanationof the scoring method, including how it is calculated and combined [Rule 6A‐5.030(2)(b)1.,F.A.C.]. 50% Teacher Onsite Evaluation Data (Instructional Practice Score) which is broken downby four domain areas using the Danielson Framework for Teaching rubricsa) 20% ‐ Planning and Preparationb) 30% ‐ Classroom Environmentc) 30% ‐ Instructiond) 20% ‐ Professional ResponsibilitiesUnsatisfactory1.00‐1.49Needs .49Highly Effective3.50‐4.00 Description of the district evaluation framework for instructional personnel and thecontemporary research basis in effective educational practices [Rule 6A‐5.030(2)(b)2.,F.A.C.]. The Educator Accomplished Practices are set forth in rule as Florida’s core standardsfor effective educators. The Accomplished Practices form the foundation for the state’steacher preparation programs, educator certification requirements and school districtinstructional personnel appraisal systems.School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 11
The Accomplished Practices are based upon and further describe three essential principles: The effective educator creates a culture of high expectations for all students bypromoting the importance of education and each student’s capacity for academicachievement. The effective educator demonstrates deep and comprehensive knowledge of thesubject taught. The effective educator exemplifies the standards of the profession. Teachers are evaluated using the Danielson Framework for Teaching (Danielson, 2007) rubricsaligned with each element within the components for each domain. Evaluators provideevidence documenting teacher performance within the components.For all instructional personnel, a crosswalk from the district's evaluation frameworkto the Educator Accomplished Practices demonstrating that the district’s evaluationsystem contains indicators based upon each of the Educator Accomplished Practices[Rule 6A‐5.030(2)(b)3., F.A.C.]. The FEAP alignment chart can be found at the following urlt/0071814‐tesa‐feaps‐marzanodanielson.pdf For classroom teachers, observation instrument(s) that include indicators based oneach of the Educator Accomplished Practices [Rule 6A‐5.030(2)(b)4., F.A.C.]. Teachers are evaluated using the Danielson Framework for Teaching (Danielson, 2007)rubrics aligned with each element within the components for each domain. Evaluatorsprovide evidence documenting teacher performance within the components. Observation Instrument:School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 12
For non‐classroom instructional personnel, evaluation instrument(s) that includeindicators based on each of the Educator Accomplished Practices [Rule 6A‐5.030(2)(b)5., F.A.C.]. Non‐classroom instructional personnel are evaluated using the non‐classroom teacherDanielson Framework for Teaching (Danielson, 2007) rubrics aligned with each elementwithin the components for each domain. Evaluators provide evidence documentingteacher performance within the components.School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 13
Observation Instrument for non‐classroom personnel (rubrics reflect the position type: For all instructional personnel, procedures for conducting observations andcollecting data and other evidence of instructional practice [Rule 6A‐5.030(2)(b)6.,F.A.C.]. Teacher Evaluation Committee members. Each year evaluators will be provided a reviewof the evaluation system as well as updates on any modifications made to the system.New evaluators will receive training by members of the evaluation committee.School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 14
TEACHER EVALUATION OBSERVATION PROCEDURESOVERVIEWThe Danielson Framework for Teaching is the foundation of the Manatee County TeacherEvaluation System. As stated in the philosophy, the purpose of the system is to improve thequality of instructional, administrative, and supervisory service to increase student learninggrowth. Each teacher will be observed at least once during the year with new teachers,probationary teachers, and teachers new to the district being observed at least twice during theyear.An Initial Screening visit will be conducted by the evaluator within the first thirty (30)instructional days each year or within the first 30 days of initial employment for teachers new tothe district and any teacher receiving a less than effective rating in Standard 1, 2, 3 or 4 on theprior year’s evaluation using the Initial Screening section of “My Professional Growth Plan”platform. Data collected during the initial screening shall be shared with the teacher as soon aspractical for feedback and discussion, but no more than ten (10) days from the initial screeningvisit.Formal observations for evaluation purposes shall be performed using the DanielsonFramework for Teaching rubrics and require prior notice to the teacher. Data collected duringformal or informal observations that are to be used for evaluation purposes shall be shared withthe teachers in a written form through “My Professional Growth Plan” platform within ten (10)days of the observation.Informal observations and brief Walk‐through observations by an administrator may beconducted at any time. Walks may be scheduled or unscheduled visits to the classroom. Datacollected on the Walk‐through forms or by informal observations may be used to supportdemonstration of highly effective behavior, effective behavior, or highlight areas for furtherdevelopment. Data will be shared with the teacher as soon as practical for feedback anddiscussion, but no more than ten (10) days from the Walk‐through.Trained observers may conduct Walk‐through observations, brief seven to ten minuteobservations, and collect data using the Danielson Framework for Teaching rubrics focusing onDomain 2 – The Classroom Environment and Domain 3 – Instruction. All data collected forevaluation purposes will be documented through the “My Professional Growth Plan” platformSchool District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 15
and must be accessible for teacher feedback and acknowledgement through the platform. Aconference must be held for any Walk‐through when improvements are noted that couldnegatively impact the evaluation or at the request of the teacher or administrator. Walks inwhich no data will be used in the evaluation process do not require a conference or themaintenance of a form. However, feedback is always encouraged.Teachers to be evaluated and administrators responsible for evaluating teachers must betrained prior to any initial screening, observations, walk‐throughs or any evaluation of a teacher’sperformance. Training will be provided by the designated Manatee County Teacher EvaluationCommittee members. Each year evaluators will be provided a review of the evaluation system aswell as updates on any modifications made to the system. New evaluators will receive trainingby members of the evaluation committee prior to observing teachers.PRE‐OBSERVATION CONFERENCEThe pre‐observation tool contained within the “My Professional Growth Plan” platformmay be used as evidence to demonstrate effective practices in Domains 1 and 4. The pre‐observation conference will be used to support the expectations for Domain 1 – Planning andPreparation and Domain 4 – Professional Responsibilities. Domain 1 pertains to the specificobserved lesson and Domain 4 pertains to yearly teaching practice. The teacher completes thisform within the “My Professional Growth Plan” platform prior to the conference. This form maybe modified as a result of the pre‐observation conference. Examples of documentation formeeting these standards may include a Grade book page, student portfolios, data files, lessonplans, sample assessments, teacher‐made tests, quizzes, exit tickets, entrance tickets, etc.OBSERVATION PROCESS“My Professional Growth Plan” platform will be used to gather evidence to support theexpectations for Domain 2 – The Classroom Environment and Domain 3 – Instruction. Theobserver should arrive prior to the beginning of the lesson and stay for at least 30 minutes. Dataor behaviors related to each of the expectations should be noted within the platform.FEEDBACK AND CONFERENCESA post‐observation conference must be held and documented after each formalobservation using the Post‐Observation Conference Form. Observation notes should be sharedwith the teacher through the “My Professional Growth Plan” platform prior to the post‐observation conference to facilitate teacher self‐ evaluation. In addition, a conference must beheld for any Initial Screening or Walk‐through when improvements are noted that couldnegatively impact the evaluation or at the request of the teacher or administrator. ConferencesSchool District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 16
should cover the analysis of data collected from both parties, the identification of strengths andweaknesses (if any) and plans for improvement assistance or follow‐up as needed. No datashould be given to a teacher without the opportunity for feedback and discussion with theadministrator or supervisor. All initial documentation used for evaluation decisions must beincluded on the “My Professional Growth Plan” platform. A written follow up of a "problemcentered" conference shall be documented within the “My Professional Growth Plan” platformand accessible to the teacher within ten (10) working days of the conference. The employee mayprovide a written response to any screening, observation, walk‐through, evaluation orconference which shall uploaded to the “My Professional Growth Plan” platform and included inthe individual's personnel file.Should necessary improvements become apparent during the observation, saidimprovements shall be discussed with the employee and noted within “My Professional GrowthPlan” platform together with:a.b.c.specific improvement(s) desired,time for improvement(s) to be made,assistance to be provided, if necessary.CONTINUOUS IMPROVEMENTThe Principal or designee shall meet with all teachers at the beginning of the year toreview the evaluation and observation process and to discuss the Professional Development Plan(PDP) and to jointly establish deliberate practice improvement goals for the year. For teachersnew to the district the principal shall meet with the teacher to finalize the PDP, following theinitial screening or first observation.School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 17
Standards and IndicatorsDOMAIN 1: Planning and PreparationEffective educators organize instruction into a sequence of activities and exercises necessary tomake learning accessible for all students. Components of Domain 1 include: Demonstrating Knowledge of Content and Pedagogyo Knowledge of Content and the Structure of the Disciplineo Knowledge of Prerequisite Relationshipso Knowledge of Content‐Related Pedagogy Demonstrating Knowledge of Studentso Knowledge of Child and Adolescent Developmento Knowledge of the Learning Processo Knowledge of Students’ Skills, Knowledge, and Language Proficiencyo Knowledge of Students’ Interests and Cultural Heritageo Knowledge of Students’ Special Needs Selecting Instructional Outcomeso Value, Sequence, and Alignmento Clarityo Balanceo Suitability for Diverse Learners Demonstrating Knowledge of Resourceso Resources for Classroom Useo Resources to Extend Content Knowledge and Pedagogyo Resources for Students Designing Coherent Instructiono Learning Activitieso Instructional Materials and Resourceso Instructional Groupso Lesson and Unit Structure Designing Student Assessmento Congruence with Instructional Outcomeso Criteria and Standardso Design of Formative Assessmentso Use in Future PlanningSchool District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)Page 18
DOMAIN 1: PLANNING AND PREPARATIONComponent 1a Demonstrating Knowledge of Content and PedagogyTeacher displaysextensiveknowledge of theimportant conceptsand pre‐requisiterelationships in thediscipline and howthese relate both toone another and toother disciplines.Teacher displayssolid knowledge ofthe importantconcepts and pre‐requisiterelationships inthe discipline andhow these relateto one another.Teacher is familiar withthe important conceptsand some pre‐requisiterelationships in thediscipline but maydisplay lack ofawareness of how theseconcepts relate to oneanother.In planning andpractice, teachermakes contenterrors, displays littleunderstanding ofpre‐requisiterelationships or doesnot correct errorsmade by students.Teacher’s plans andpractice reflectfamiliarity with awide range ofeffectivepedagogicalapproaches in thediscipline,anticipating studentmisconceptions.Teacher’s plansand practicereflect familiaritywith a wide rangeof effectivepedagogicalapproaches in thediscipline.Teacher’s plans andpractice reflect a limitedrange of pedagogicalapproaches or someapproaches that are notsuitable to thediscipline or to thestudents.Teacher displayslittle or nounderstanding of therange of pedagogicalapproaches suit‐ableto student learningof the content.The lesson’s orunit’s structure isclear and allows fordifferent pathwaysaccording to diversestudent needs. Theprogression ofactivities is highlycoherent.The lesson or unithas a clearlydefined structurearound whichactivities areorganized.Progression ofactivities is even,with reasonabletime allocations.The lesson or unit has arecognizable structure,although the structureis not uniformlymaintained throughout.Progression of activitiesis uneven, with mosttime allocationsreasonable.School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)The lesson or unithas no clearlydefined structure, orthe structure ischaotic. Activities donot follow anorganizedprogression, andtime allocations areunrealistic.Page 19
DOMAIN 1: PLANNING AND PREPARATIONComponent 1b: Demonstrating Knowledge of StudentsComponentHIGHLYEFFECTIVEThe teacherdisplaysunderstanding ofindividual students,recognizes thevalue ofunderstandingtheir culturalheritage, collectsinformation from avariety of sourcesand possessesinformation abouteach student’slearning andmedical needs.Learning activitiesare highly suitableto diverse learnersand support theinstructionaloutcomes. They areall designed toengage students inhigh‐level cognitiveactivity and aredifferentiated, asappropriate, forindividual learners.Instructionalgroups are variedas appropriate tothe students andthe differentinstructionaloutcomes. There isevidence ofstudent choice inselecting thedifferent patternsof instructionalgroups.LEVEL OF IMPROVEMENTThe teacherrecognizes thevalue ofunderstandingstudentsincluding theircultural heritageas displayed forgroups ofstudents andshows awarenessof their speciallearning andmedical needs.All of the learningactivities aresuitable tostudents or to theinstructionaloutcomes, andmost representsignificantcognitivechallenge, withsomedifferentiation fordifferent groupsof students.Instructionalgroups are variedas appropriate tothe students andthe differentinstructionaloutcomes.The teacher recognizesthe value ofunderstanding studentsincluding the importanceof knowing students’special learning ormedical needs butdisplays that knowledgefor the class as a wholeor in an incomplete orinaccurate manner.Only some of thelearning activities aresuitable to students orto the instructionaloutcomes. Somerepresent a moderatecognitive challenge, butwith no differentiationfor different students.Instructional groupspartially support theinstructional outcomes,with an effort at pro‐viding some variety.School District of Manatee CountyInstructional Evaluation System Template (IEST – 2015)The teacher displayslittle or noknowledge ofstudents includinginformation relatedto their culturalheritage orunderstanding ofspecial learning ormedical needs.Learning activitiesare not suitable tostudents or toinstructionaloutcomes and arenot designed toengage students inactive intellectualactivity.Instructional groupsdo not support theinstructionaloutcomes and offerno variety.Page 20
DOMAIN 1: PLANNING AND PREPARATIONComponent 1c: Assessments and OutcomesComponentHIGHLYEFFECTIVELEVEL OF PERFORMANCEDEVELOPING/NEEEFFECTIVEDS IMPROVEMENT UNSATISFACTORYProposed approachto assessment isfully aligned withinstructionaloutcomes whichrepresent highexpectations andrigor in bothcontent andprocess and areconnected to asequence oflearning within thediscipline andrelated disciplines.Assessmentmethodologieshave been adaptedfor individualstudents, asneeded.All the instructionaloutcomes areassessed throughthe approach toassessment;however, mostoutcomes representhigh expectationsand rigor andimportant learningin the discipline.They are connectedto a sequence oflearning.Assessmentmethodologies mayhave been adaptedfor groups ofstudents.All the outcomesare clear, writtenin the form ofstudent learning,and permit viablemethods ofassessment.All the instructionaloutcomes ar
Algebra 1, Geometry, Algebra 1 Honors, State EOC Geometry Honors and Pre-AICE Math and/or concordant score Pass rate on the test or concordant measure Performance Biology, U.S. History State EOC EOC scores Performance Math for College Readiness, Intensive Math **(All other EOC tes
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To install a plugin from ACE, take the following steps: 1. From the Start menu, click All Programs Analog Devices ACE to open the main ACE software window. 2. In the left pane, click Plug-in Manager. The Manage Plug-ins window opens (see Figure 10). 24165-104 Figure 10. ACE Manage Plug-ins Window 3. Click the Available Packages dropdown .
HFBR-0416Z Evaluation Kit: 125 MBaud 820 nm Fiber Optic Eval Kit Contains the following: One HFBR-1414Z transmitter One HFBR-2416Z receiver Eval board Related literature AFBR-0549Z Evaluation Kit: DC to 50 MBaud 820 nm Fiber Optic Eval Kit Contains the followi
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2. Pittsburgh Modified Conners Teacher Rating Scale 3. Parent/Teacher DBD Rating Scale 4. Child Behavior Check List- Teacher Report Form 5. Narrative Description of Child -- Teacher 6. Academic and Behavioral Target Form 7. Classroom Management Techniques Generally, the teacher rating scales should be completed by the teacher who spends the .
