2020-2021 MSDWT TEACHER EVALUATION GUIDEBOOK · 2020. 9. 4. · Nicholas Brewer, Westlane Middle...

Property of MSD of Washington Township |

2020-2021

MSDWT TEACHER EVALUATION

GUIDEBOOK

WASHI GTO TOW SHIP SCHOOLS


To: MSDWT Staff Evaluated in Standards for Success From: Matt Kaiser, Director of Human Resources Sabra Gage, WTEA President Re: Evaluation Modifications for the 2020-2021 School Year Date: August 25, 2020 I am pleased to report that after thoughtful and meaningful discussion between the MSDWT administration and the Washington Township Teachers Association, we have collaborated o n adjustments to our teacher evaluation system for this year only in response to conditions created by COVID-19 and beginning our year virtually. The good news is that the vast majority of our teacher evaluation system will remain in place and will not require changes. However, there are some modifications that we wanted to make sure all those evaluated in Standard for Success were aware of:

1. All staff this year will be treated as Rubric Only: We are unable to give many of our primary and secondary measures effectively this year (NWEA and ILEARN, for example). Based on this, all staff evaluated in Standard for Success will be scored as Rubric Only.

2. The percentages assigned to each Domain have changed for those evaluated on the Teacher Effectiveness Rubric: Professional collaboration will be essential this year, and we honored that fact by moving 5% of the rubric weight from Domain II to Domain III (see charts below)

Rubric Domain 2019-2020 Weighting 2020-2021 Weighting Domain 1: Preparation for

Learning 25% 25%

Domain 2: Effective Instruction

55% 50%

Domain 3: Professional Practice

20% 25%

3. Observations will begin on September the 8th: Traditionally, formal and informal observations

have started in Washington Township on August the 15th, but due to these changes, we felt it appropriate to begin on September the 8th for this school year only.

WASHINGTON TOWNSHIP SCHOOLS

I


Whenever possible, administrators will continue to conduct formal and informal observations in person. When a teacher delivers instruction virtually in the building, the administrator will come to the classroom or work location and observe the teacher as they teach in the virtual format. Administrators will be masked and will maintain 6 feet or more of social distancing throughout the observation. If you have a request that your observations be conducted 100% virtually during the window of time that students are not physically reporting, please reach out to your primary evaluator and communicate this request. Teachers teleworking will have observations conducted 100% virtually during this window of time as well. There will be some staff who have a Plan of Assistance that is continuing into this year. In that case, your primary evaluator will meet with you regarding your plan's particular elements by the end of September. Don't worry; you won't be deprived of the opportunity to watch our exciting Teacher Evaluation Video in Safeschools this year. We are hard at work on it, and the video, along with the updated MSDWT Teacher Evaluation Guidebook will be available soon. If you have questions, please do not hesitate to reach out to your Primary Evaluator.


Acknowledgements

Jamie Alexander, Principal, Greenbriar Elementary School

Kathy Arruda, Education Data Coordinator

Trice Black, Curriculum Coordinator

Nicholas Brewer, Westlane Middle School

Melissa Bright, North Central

Samantha Brooks, North Central

Ali Camp, Greenbriar Elementary School

Anne Deckard, Eastwood Middle School

Carrie Dodd, North Central

Rick Doss, Director of Secondary Education

Dr. Sheila Ewing, Director of Grants & Assessments

Dr. Karol Farrell, Director of Special Services

Charlie Geier, Curriculum Coordinator for Special Services

Laura Haines, Northview Middle School

Seth Hamilton, Technology Integration Specialist

Matt Kaiser, Principal, Eastwood Middle School

Mike Kneebone, Director of Technology

Dr. Jon Milleman, Assistant Superintendent

Jason Noel, Technology Supervisor

Dr. Tom Oestreich, Assistant Superintendent, Human Resources

Mike Pomerenke, Principal, Allisonville Elementary School

Yelena Rashkin, Instructional Data Specialist

Marsha Reynolds, Director of Elementary Education

Allyson Smith, Curriculum Director

James Tutin, Eastwood Middle School

Pamela Weiger, Allisonville Elementary School

Ramsay West, Eastwood Middle School

Dr. Nikki Woodson, Superintendent

Without the effort from the Student Achievement Development Committee, this guidebook project would not have been possible.

Administrative Guidelines for Teacher Performance Evaluations

Property of MSD of Washington Township | 1 Updated 9/4/2020

MSD of Washington Township


Vision Statement for MSDWT Teacher Evaluation

A master educator in every classroom.

Mission Statement for MSDWT Teacher Evaluation

Collaboratively develop and implement a clearly communicated evaluation process that continuously

improves instruction and student learning.

Belief Statements

✓ We believe the primary purpose of evaluation is to facilitate growth among students, teachers,

and evaluators. ✓ We believe that the school environment should be conducive to learning.

✓ We believe in meaningful, effective, & sustainable professional development. ✓ We believe teachers deserve an evaluation system that builds on trust & collaboration.

✓ We believe students deserve educators who are dedicated to professional growth & student improvement.

✓ We believe our responsibility is to promote positive and transparent dialogue to promote growth.

General Provisions

All teachers shall be evaluated at least annually in the performance of their assigned duties.

1. All teachers will be assigned one administrator to be the primary evaluator.

2. The teacher’s performance evaluation may include information provided by any administrator.

The source of information shall be disclosed to the teacher.

Representation A teacher may be afforded Association representation if they so choose during the evaluative process.

Right to a Reflection

Anytime during the evaluation process a teacher has the right to submit a written reflection statement to be attached to any written evaluation document.

Modifications

Modifications to these guidelines will be discussed with teacher representation per IC:20-29-6-7. At minimum, two discussions per year will take place with teacher representation for the sole purpose of

evaluating teacher evaluation guidelines and procedures. Additional discussions will take place as necessary and at the request of either teacher representation or administration.



Teacher Performance Expectations

The following are domains with standards of performance that serve as the base for the evaluation process and will be

continually in force and in effect for all teachers. A performance level will be indicated for each domain.

Teacher Performance Expectations Ineffective Improvement

Necessary Effective

Highly Effective

Dom

ain

1

Pre

para

tion for Le

arn

ing

Purp

ose

ful P

lannin

g 1.1 Plans for a student program of instruction in accordance with

adopted curriculum 1 2 3 4

1.2 Demonstrates an understanding of how students develop and learn in the planning for student learning

1 2 3 4

1.3 Uses a variety of planning resources 1 2 3 4

1.4 Plans and prepares for the needs of all students 1 2 3 4

Domain 1 Total Possible Points = 16 Subtotal for Domain divided by 4 =

Dom

ain

2

Eff

ect

ive Inst

ruct

ion

Clim

ate

2.1. Develops and maintains a positive classroom climate 1 2 3 4

2.2 Communicates high expectations for all students 1 2 3 4

In

stru

ctio

n

2.3 Demonstrates a mastery of subject/content and standards 1 2 3 4

2.4 Uses instructional strategies and resources to teach for understanding

1 2 3 4

2.5 Differentiates instruction to meet the needs of all students 1 2 3 4

2.6 Engages all students in learning 1 2 3 4

2.7 Helps students practice and deepen new knowledge through direct and explicit instruction, cooperative learning, inquiry methods, and independent practice

1 2 3 4

Ass

ess

ment

2.8 Assesses student learning and uses assessment data to adjust instructional practices for student success

1 2 3 4


Dom

ain

3

Pro

fess

ional P

ract

ice

Part

icip

ation in

Learn

ing

Com

munit

ies

3.1 Works with colleagues in a respectful, collegial manner in the ongoing cycle of development, implementation, evaluation of curriculum and professional learning communities

1 2 3 4

3.2 Communicates effectively to establish and maintain two-way lines of communication with students and parents

1 2 3 4

3.3 Reflects on practice, data and student work to improve future instruction

1 2 3 4

3.4 Uses different forms of professional development to improve instruction

1 2 3 4


Student Achievement & Growth Ineffective Improvement

Necessary Effective

Highly Effective

Stu

den

t

Ach

ievem

en

t

an

d G

row

th

Provides evidence of student achievement/growth through multiple measures (see attached Multiple Student Learning Measures Rubric)

Primary Measure(s)

1 2 3 4 x .12

Secondary Measure(s)

1 2 3 4 x .08

Subtotal for Student Achievement & Growth = Total of Primary + Secondary


Property of MSD of Washington Township | 3

Updated 9/4/2020

Teacher Rating Calculation

All staff this year will be treated as Rubric Only: We are unable to give many of our primary and secondary measures effectively this year (NWEA and ILEARN, for example). Based on this, all staff evaluated in Standard for Success will be scored as Rubric Only. The percentages assigned to each Domain have changed for those evaluated on the Teacher Effectiveness Rubric: Professional collaboration will be essential this year, and we honored that fact by moving 5% of the rubric weight from Domain II to Domain III (see charts below)

Domain I Subtotal = ÷ 4 x .25

Domain II Subtotal = ÷ 8 x .50

Domain III Subtotal ÷ 4 x .25

Domain Total 1.0 x 1.0

Total

HIGHLY EFFECTIVE = 3.50 – 4.00

EFFECTIVE = 2.50 – 3.49

IMPROVEMENT

NECESSARY

= 1.75 – 2.49

INEFFECTIVE = 1.00 – 1.74

-

• • • ---■ .. -



Evaluative Evidence

Evaluative evidence provides documentation of a teacher's attainment of performance expectations. The

types of evaluative evidence are as follows:

▪ FORMAL OBSERVATION - an extended observation, usually the length of a class period. When the

formal observation is an announced observation, the teacher will be afforded the opportunity to complete

a pre-observation form prior to the week of the observation (Appendix B). The announced formal

observation will take place within a week’s specified time period to view the instructional activities of the

teacher. See Evaluation Process Overview for Description of the Announced or Unannounced nature of observations.

▪ INFORMAL OBSERVATION - a short unannounced visitation (duration usually 10-15 minutes) by the

evaluator to observe the teacher in any of the domain areas.

In addition, ARTIFACTS can be presented and reviewed as needed to document attainment of

performance expectations. Artifacts are materials that relate to or affect instruction (e.g. lesson plans,

assessments, unit planning materials, study guides, homework assignments, student work, professional

development documentation, technology integration, student intervention documentation, newsletters,

communication logs, discipline logs, emails, agendas, professional development presentations, IB

portfolios, and other materials of a similar nature).

Evidence, specific to areas of teaching such as counseling, art, music, physical education, instructional

coaches, etc. may be developed and used to provide feedback on teachers’ performance relative to the

Performance Expectations.



VIDEO RECORDED OBSERVATION – Video recorded observations may take the form of an Informal or Formal

Observation. If, the teacher and evaluator agree, the teacher may submit a video recording of a classroom lesson.

The evaluator, will script and score the recorded lesson in the same manner as an “in person” observation. All

timelines regarding in person observation feedback and Post-Observation Conferences applies to recorded

observations. The evaluator and teacher may view segments of the video or the video in its entirety as part of the

Post-Observation Conference. Video recordings utilized can be a recording of live instruction in the classroom or of

live virtual instruction via Zoom, Google Meets, Microsoft Teams, or some other platform for the delivery of live

virtual instruction.

Video recorded observations may substitute for in person observations according to the following guidelines:

Teacher Experience Video Recorded Observation In Lieu of In

Person Observation

Years 1-2 in the District A Video Recorded Observation may be used for

an Informal Observation. Only one Informal

Observation may be used per year.

Years 3 and above in the District A Video Recorded Observation may be used to

complete one required Formal or Informal

Observation. Because the teacher and

administrator must mutually agree to apply a

video recorded lesson as a Formal or Informal

Observation, the Observation will be

considered as an administratively announced

Observation. The administrator may elect to

continue with both announced and

unannounced Observations according to these

Guidelines.

The teacher and evaluator will mutually determine a reasonable timeline for the teacher to produce the video

recording generally not less than 6 school/business days. Example, if it is determined on a Friday that the

teacher is going to produce a video recording, then the teacher has until the following Monday to submit the

video by the end of the day.

In the event that the teacher is not able to secure a video recording device or has technical difficulties, the

teacher is to communicate with their evaluator to extend the timeline or request an in person observation in lieu

of the video recorded observation.

All video recorded observations, will remain the property of the MSD of Washington Township. Any publication of

the recorded observations for use in outside presentations or publications, by the administration or the teacher,

must comply with District policy (3231 – Outside Activities of Personnel and 8330 – Student Records)

If a teacher is placed on a Plan of Assistance, all Formal and Informal Observations (scripted and scored in

Standard for Success) will be conducted in person.

Video recorded lessons used exclusively by the teacher as a means of personal reflection during a Plan of

Assistance and not shared with the evaluator will not be used as a Formal or Informal Observation.

From time to time, the administration may wish to share a Video Recorded Observation will all District

evaluators for training purposes. The administration must secure permission from the teacher prior to using the

Video Recorded Observation for evaluator training or other purposes.



Evaluation Process Overview

1-2

Years of Employment

3-5

Years of Employment

6+

Years of Employment

Introductory Performance Expectations Conference

Group meeting to be held prior to the first formal observation.



Formal Observation

2 (minimum one each semester)

The first Formal Observation will be an announced observation.

For announced observations, the teacher will be afforded the

opportunity to complete a pre-observation form.

1 (minimum one first semester)




1 (minimum one each year)




Informal Observation

Teachers will receive a

minimum of two (2) Informal Observations and/or additional

as needed to document attainment of performance

expectations in any domain.

A copy of the informal observation notes will be given

to the teacher within a reasonable time following the

informal observation. A post-conference may be requested

by the evaluator or the teacher.


minimum of two (2) Informal Observations* and/or additional








minimum of two (2) Informal Observations* and/or additional







Artifact Evidence

Artifacts presented and

reviewed as needed to document attainment of

performance expectations.







Post-Observation Conference

To be held after each formal observation

A copy of the conference form and observation notes will be

given to the teacher within a reasonable time after the

conference.




conference.




conference.

Summative Evaluation

Conference

To be held by May 15.

Teacher must receive summative document within 7

days following the conference (IC 20-28-11.5).

To be held by May 15 if teacher has been assigned a Plan of Assistance – otherwise by 5

calendar days prior to the final teacher contract day.



To be held by May 15 if teacher has been assigned a Plan of Assistance – otherwise by 5

calendar days prior to the final teacher contract day.



*For teachers with a qualifying MSDWT evaluation rating placing them in the Effective or Highly Effective category last school year the informal observation minimum may be reduced to one (1) upon the mutual agreement of the teacher and their primary evaluator.



Post-Observation Conference

This conference is to be held after each formal or participatory observation to reflect upon all observed performance indicators. A copy of the observation with the evaluator’s comments and observation

notes will be given to the teacher within a reasonable time after the conference. At the conference, the teacher and evaluator will:

1. Review all performance expectation(s).

2. Provide encouragement to the teacher to continue with practices that are performed at a high level.

3. Answer questions and clarify expectations of the evaluator. 4. Suggest pieces of evidence/artifacts the teacher could use to document attainment of performance

expectations.

In addition to items 1-4 above, if the evaluator has determined that the teacher’s performance in a domain is at the Improvement Necessary level, the teacher and evaluator will:

1. Review the specific performance expectation(s) not being met.

2. Specify what is needed to improve the level of performance shown on Appendix B. 3. Provide resources and guidance to the teacher in goal setting.

When the level of Ineffective or Improvement Necessary is selected for one or more Performance Indicator, a Plan of Assistance is not required. However, if the evaluator determines that there is a

significant lack of proficiency in any domain area or specific teacher performance expectations rated as Improvement Necessary or Ineffective, then the administrator may:

1. Implement a Plan of Assistance at the conclusion of a scheduled Post-Observation Conference 2. Schedule a Mid-Year Conference for Ineffective, or Improvement Necessary performance to

develop and implement a formal Plan of Assistance.

Plan of Assistance (Mid-Year Conference) for Ineffective or Improvement Necessary Performance

This conference is only to be held if at a Post-Observation Conference it is determined that there is a

significant lack of proficiency in any domain area specific teacher performance expectation(s) rated as Improvement Necessary or Ineffective.

The purpose of this conference is to develop/implement a formal Plan of Assistance for the teacher.

When developing/implementing the Plan of Assistance (Appendix D), the evaluator will:

1. Identify and review the specific performance expectations not being met. 2. Specify what is needed to improve the level of performance as shown on Appendix B. 3. Provide suggestions, resources, strategies, and support the teacher may use to improve

performance.

4. Provide timelines for the teacher to follow when addressing performance expectations, ensuring the teacher has reasonable time to show improvement.

5. Provide ongoing observations and feedback to the teacher throughout the duration of the plan.

The Mid-Year Conference POA may be implemented during a Post-Observation Conference. Whenever

a teacher is required to have a Mid-Year Plan of Assistance, the building principal will inform the Director of Human Resources who will, in turn, inform the Association President.



Updated 9/4/2020

Summative Evaluation Conference &

Summative Evaluation Documentation

A Summative Evaluation Conference between the primary evaluator and a teacher receiving an Effective or Highly Effective rating is NOT REQUIRED.

The primary evaluator or the teacher may request a Summative Evaluation Conference. If a

conference is requested, the evaluator will:

1. Review all performance expectation(s). 2. Provide encouragement to the teacher to continue with practices that earned Effective and Highly

Effective ratings. (Acknowledge some of the teacher’s strengths or achievements that led to Effective and Highly Effective ratings.)

3. Answer questions and clarify the reason(s) for the overall performance level.

A Summative Evaluation Conference between the primary evaluator and the teacher IS REQUIRED if the teacher’s overall rating is determined to be Improvement Necessary or Ineffective.

At the conference the evaluator will:

1. Review all performance expectation(s).

2. Provide encouragement to the teacher to continue with practices that earned Effective and Highly Effective ratings. (Acknowledge some of the teacher’s strengths or achievements that led to

Effective and Highly Effective ratings). 3. Answer questions and clarify the reason(s) for the overall performance level.

4. Discuss with the teacher the evaluative recommendation for the next school year (i.e. Renewal, Non-Renewal, or Plan of Assistance).

In the event a teacher was placed on a Plan of Assistance initiated at a Mid-Year Conference, an additional Plan of Assistance may or may not result depending on expectations met at the time of the

Summative Evaluation Conference.

A printed final Summative Evaluation will be provided to the teacher at the conclusion of the rating process (this may or may not be available at the time of a Summative Evaluation Conference. Due to

the likely delay in receiving test scores from the IDOE or delays in testing windows, Summative

Evaluation documents may not be available to teachers in printed form until the following school year.

All information, including individual Performance Indicator scores, comments, and available Student Achievement and Growth measure scores will be accessible through Standard for Success. (See

Appendix C).

Comments made by evaluators on the Summative Evaluation are only required if the teacher is rated in the Improvement Necessary or Ineffective categories.

Teacher Submission of Student Achievement Measures as Part of the Summative

Evaluation

Prior to submitting Student and Achievement and Growth Measures, teachers must acknowledge that all protocols and expectations were followed with respect to assessment security and integrity and

honesty in reporting student information. Should it be determined that expected protocols were not followed, the teacher shall receive a score of “0” for the appropriate Primary or Secondary Measure.



Updated 9/4/2020

Plan of Assistance Timelines

First Teacher Day – October 15

The Plan of Assistance will be implemented following a Post-Observation Conference and be

determined by results of the entire summative evaluation instrument (Appendix C) and be based on

the teacher’s performance during the previous school year.

October 15 – March 15


determined by results of Domains I, II, and III of the summative instrument (Appendix C) and be

based on the teacher’s performance during the current school year.

March 15 – End of the School Year


determined by results of Domains I, II, and III of the summative instrument (Appendix C) and be

based on the teacher’s performance during the current school year. A Plan of Assis tance initiated after

March 15 will remain in place until the entire summative evaluation instrument (Appendix C) is

completed.

At the conclusion of the Plan of Assistance, the evaluator will make a judgment as to whether the teacher will be recommended for renewal or non-renewal or be placed on an ongoing or additional Plan of Assistance.

If the evaluator and the teacher cannot jointly establish the Plan of Assistance, the administrator shall do so unilaterally. The evaluator shall monitor the teacher's progress in following the plan and

hold a conference with the teacher. At this conference (refer to conference form), the evaluator will:

If the status of the teacher is Improvement Necessary - make a judgment as to whether the teacher has progressed to a performance level of Effective or Highly Effective or will be required to have a

Plan of Assistance for either Improvement Necessary or Ineffective.

If the status of the teacher is Ineffective - make a judgment as to whether the teacher will be recommended for renewal or non-renewal or be required to have a Plan of Assistance for either

Improvement Necessary or Ineffective.

Whenever a teacher is required to have a Plan of Assistance, the building principal will inform the Director of Human Resources who will, in turn, inform the Association President.

Second Evaluator

When a teacher has been placed on a Plan of Assistance for Ineffective performance level(s), at the

option of the teacher or the administrator, a second evaluator shall be appointed by the Superintendent or designee. The second evaluator will be an administrator in the building of the

teacher making the request/primary evaluator making the request (or if necessary, an administrator from another building that possesses appropriate expertise). Notice of this appointment shall be sent

to the teacher and the Association president. The second evaluator shall review the Plan of Assistance and previous evaluations. In addition to the evaluator, the second evaluator shall monitor the

teacher's progress on the plan and make a judgment on contract renewal. The second evaluator's judgment is moot if the evaluator concludes that the objectives of the plan have been met. The

second evaluator and primary evaluator will discuss the teacher’s progress and status with the final responsibility of determination of employment status resting with the building principal.



Negative Impact on Student Learning

IC 20-28-11.4-4 (c) (4) and (6) requires that the following provision be included in each school district’s teacher evaluation plan: A provision that a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective. Negative Impact on Student Learning will be determined by the following:

Due to the lack of Primary and Secondary Measures in 2020-2021 MSDWT will be defining Negative Impact in compliance with the Indiana Department of Education Memo released August 28, 2020 which can be reviewed here : https://www.doe.in.gov/sites/default/files/news/negative-impact-

memo-final.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=.

Additional details regarding this definition will be provided when available, and updated in this location.

I



Updated 9/4/2020

Number of Teacher Days Required for a Qualifying Evaluation – Planned Leave

A Qualifying Evaluation refers to an evaluation of a teacher that has attended a minimum number of days required for the evaluation to be considered for any additional compensation resulting from the collective bargaining process. Any teacher who plans to teach at least 120 instructional days in a school year should follow

procedures of administering and documenting student achievement and growth measures (SAGM). These measures should be written with all planned extended leaves in mind: both the assessment of

student learning and content mastery standard should consider the timing and duration of the teacher’s planned absence. The evaluator must approve all parts of these student achievement

measures.

If an unplanned extended leave is necessary, and the teacher’s approved measures are therefore not appropriate, the percentage of the teacher’s summative rating that would have been based on the

student achievement and growth measures will be moved to the percentage based on the Washington Township Teacher Performance Expectations Rubric (TPER) at 100%. The weighting of the points

will be adjusted as necessary for the designation of the teacher’s performance level.

DAYS PRESENT EVALUATION PROCESS

120+ days No change – As prescribed.

46-119 days Summative rating based upon measures available and appropriate:

TPER, SAGM weighted for their category. ▪ Rubric score will include data from at least one formal and

one informal observation by primary evaluator.

0-45 days Evaluation declared incomplete for the school year. Implications for eligibility for pay raises will be determined through the collective bargaining process.

NOTE: Should unexpected illness or absence prevent a teacher from who is present for less than 120 days from completing student achievement and growth measures data, the evaluation shall be

completed using only the TPER at 100% as noted in the above chart. If the teacher’s unexpected illness or absence prevents a principal from completing at least one formal observat ion and one

informal observation, the evaluation shall be declared incomplete. A teacher who questions how his/her summative rating is affected by an extended leave may request

a meeting with the building principal.



Appendix A

Domain I

Purposeful Planning Rubric

Highly Effective Effective

In Need of

Improvement Ineffective

Pu

rpo

sefu

l P

lan

nin

g

Perf

orm

an

ce E

xp

ecta

tio

ns

1.1 - Purposeful

Planning: Plans for

a student program

of instruction in

accordance with

adopted

curriculum

Substantial evidence

of detailed &

comprehensive lesson

plans demonstrating

extensive connections

between previous and

current learning.

Clear evidence of

detailed lesson plans

demonstrating some

thoughtful

connections between

previous and current

learning.

Some evidence that

the teacher plans

quality lessons of

instruction.

Little or no evidence

that the teacher plans

quality lessons for

instruction.

1.2 - Purposeful

Planning:

Demonstrates an

understanding of

how students

develop and learn

in the planning for

student learning

Plans for students’

deeper understanding

of content and a

variety of strategies to

facilitate individual

future learning.

Clear evidence that

the teacher draws

upon knowledge of

child development

and knows his/her

students when

planning for learning.

Some evidence that

the teacher draws

upon knowledge of

child development

and knows his/her

students when



that the teacher

draws upon

knowledge of child

development and

knows his/her

students when


1.3 - Purposeful

Planning: Uses a

variety of planning

resources

Evidence the teacher’s

planning maximizes

all available resources

to plan for learning.

Clear evidence that

the teacher is utilizing

district and school

resources to plan for

learning.

Some evidence that

the teacher is utilizing

district and school

resources to plan for

learning.


that the teacher is

utilizing district and

school resources to

plan for learning.

1.4 - Purposeful

Planning: Plans

and prepares for

the needs of all

students

Lessons are

exemplary in

exhibiting plans to

address unique

learning and

enrichment needs of

all students.

Clear evidence that

the teacher prepares

lessons differentiated

to the learning needs

of the students.

Some evidence that

the teacher prepares

lessons differentiated

to the learning needs

of the students.


that the teacher

prepares lessons

differentiated to the

learning needs of the

students.

Evidence related to each performance indicator may be found on the Teacher Evaluation page of the MSDWT Website under the Human Resources Tab.



Domain II

Instruction Rubric


In Need of


Clim

ate

Perf

orm

an

ce E

xp

ecta

tio

ns

2.1 - Climate:

Develops and

maintains a

positive classroom

climate

Evidence that the

teacher uses

classroom

management methods

at a very high level to

support a positive

classroom climate.

Clear evidence that

the teacher uses

classroom

management methods

to support a positive

classroom climate.

Some evidence that

the teacher uses

classroom

management methods


classroom climate.


that the teacher uses

classroom

management methods


classroom climate.

2.2 - Climate:

Communicates

high expectations

for all students

Clear evidence that

teacher

communications

address high

expectations for each

student.

Clear evidence that

teacher

communications

address high

expectations.

Some evidence that

teacher

communications

address high

classroom

expectations.


that teacher

communications

address high

expectations.

In

str

ucti

on

Perf

orm

an

ce E

xp

ecta

tio

ns

2.3 - Instruction:

Demonstrates a

mastery of

subject/content

and standards

Evidence that the

teacher has a mastery

of subject/content

and standards at a

deep level.

Evidence that the

teacher knows

subject/content and

standards.

Some evidence that

the teacher knows

subject/content and

standards.


that the teacher

knows

subject/content and

standards.

2.4 - Instruction:

Uses instructional

strategies and

resources to teach

for understanding

Clear evidence that

the teacher uses

multiple, student

centered instructional

strategies and

resources to teach for

understanding for all

students.

Clear evidence that

the teacher uses

multiple, appropriate

instructional

strategies and


understanding for

most students.

Some evidence that

the teacher uses

multiple instructional

strategies and


understanding for

most students.


that the teacher uses

multiple instructional

strategies and


understanding for

most students.

2.5 - Instruction:

Differentiates

instruction to meet

the needs of all

students

The teacher acts on

individual student

needs at every point

in the learning

process and provides

differentiated

instruction to

challenge every

student to reach high

growth.

The teacher

recognizes individual

student differences

and provides

differentiated

instruction to meet

student needs.

The teacher rarely

recognizes individual

student differences to

provide differentiated

instruction to meet

student needs.

The teacher does not

recognize individual

student differences

and does not provide

differentiated

instruction to meet

student needs.

2.6 - Instruction:

Engages all

students in

learning activities

Clear evidence that

students are engaged

at a high level

through the use of

learning activities

provided in a variety

of ways to engage all

students.

Clear evidence that

the teacher provides

engaging activities to

all students.

Some evidence that


learning activities to

engage students.


that the teacher

provides learning

activities to engage

students.



Domain II

Instruction Rubric


In Need of


2.7 - Instruction:

Helps students

practice and

deepen new

knowledge

through direct and

explicit instruction,

cooperative

learning, inquiry

methods, and

independent

practice

Clear evidence that

the teacher

continuously checks

for understanding and

adjusts instruction to

ensure that students

practice and deepen

knowledge.

Clear evidence that

the teacher checks for

understanding and

provides opportunities

for students to

practice and deepen

knowledge.

Some evidence that


opportunities for

students to practice

and deepen

knowledge.


that the teacher

provides opportunities

for students to

practice and deepen

knowledge.

Assessm

en

t

Perf

orm

an

ce E

xp

ecta

tio

ns

2.8 - Assessment:

Assesses student

learning and uses

assessment data to

adjust

instructional

practices for

student success

Clear evidence that

the teacher

understands and uses

multiple methods of

formative and

summative

assessments to

routinely engage

learners in their own

growth, to document

learner progress and

to guide ongoing

planning and

instruction.

Clear evidence that

the teacher


methods of formative

and summative

assessments to

engage learners in

their own growth, to

document learner

progress and to guide

ongoing planning and

instruction.

Some evidence that

the teacher



and summative

assessments to

document learner

progress and to guide

ongoing planning and

instruction.


that the teacher



and summative

assessments.




Domain III

Professional Practice Rubric


In Need of


Pro

fessio

nal

Pra

cti

ce

Perf

orm

an

ce E

xp

ecta

tio

ns

3.1 Professional Practice: Works with colleagues in a

respectful, collegial manner in the ongoing cycle of development,

implementation, evaluation of curriculum and

professional learning communities

The teacher contributes to school

effectiveness by collaborating with and leading other professionals in a

positive and productive manner taking responsibility for the

success of teacher teams.

The teacher contributes to school effectiveness by collaborating with

other professionals in a positive and productive manner.

Some evidence that the teacher contributes to school effectiveness

by collaborating with other professionals.


that the teacher contributes to school effectiveness by collaborating with

other professionals.

3.2 Professional Practice: Communicates effectively to

establish and maintain two-way lines of

communication with students and parents

The teacher accurately describes, analyzes and evaluates student

work, provides routine and ongoing meaningful feedback to

students and their families in a variety of ways and provides resources to improve

student performance.

The teacher accurately

describes, analyzes and evaluates student work, provides ongoing

meaningful feedback to students and their families.

Some evidence that the teacher accurately describes, analyzes and

evaluates student work provides feedback to students and provides

minimal feedback to their families.


that the teacher accurately describes analyzes and evaluates

student work providing feedback to students and their families.

3.3 Professional

Practice: Reflects on practice, data and student work to

improve future instruction

The teacher engages in reflective thinking to

improve instruction during lessons as well as future instruction.

Clear evidence that the teacher engages in

reflective thinking to improve future instruction.

Some evidence that the teacher engages in

reflective thinking to improve future instruction.

Little or no evidence that the teacher

engages in reflective thinking to improve future instruction.

3.4 Professional

Practice: Uses different forms of professional development to

improve instruction

The teacher

relentlessly pursues opportunities to stay current with

knowledge, theory and practice, incorporates new knowledge in an exemplary manner,

and provides leadership to others in the development of

best practices.

Clear evidence that the teacher pursues opportunities to stay

current with knowledge, theory and practice to impact student learning.

Some evidence that the teacher pursues opportunities to stay

current with knowledge, theory and practice to impact student learning.

Little or no evidence that the teacher pursues opportunities

to stay current with knowledge, theory and practice to impact student learning.


(To view the MSDWT Counselor Effectiveness Rubric See Appendix G)



Appendix B Pre-Observation Form – Teacher

To be completed by the evaluator:

Teacher:

Subject/Course the evaluator will be observing:

Formal observation will occur during the week of:

To be completed by the teacher and submitted prior to the week of formal observation:

Do

main

2

Effect

ive I

nst

ruct

ion

Clim

ate

Describe your methods for providing a positive classroom climate.

Describe the diversity of students in your classroom.

In

str

ucti

on

List the learning objectives or standards you will target during this week of instruction.

Describe the learning activities that will be used to engage students.

List the instructional strategies and resources that will be used in your lessons this week.



How will instruction be differentiated to meet the learning needs of students?

A

ssessm

en

t

How will you assess student learning to know students’ progress towards achieving the

objectives or standards?



Appendix C Standard for Success

The Standard for Success Teacher Training Guide is available on the Teacher Evaluation page of the MSDWT website. Click here to access the guide.

---



Appendix D

Formal Plan of Assistance

Teacher:

Evaluator:

Type of Assistance Plan: Improvement Necessary Ineffective

If a teacher’s Summative Performance level is Improvement Necessary, the evaluator will determine if the teacher’s overall performance or performance on selected expectations requires a formal Plan of

Assistance.

If a teacher’s summative performance level is Ineffective, the evaluator will meet with the teacher to determine a formal Plan of Assistance.

If, during a Post-Observation Conference, it is determined that there is a significant lack of proficiency in any domain area or specific teacher performance expectations have been rated as Ineffective, then the teacher and administrator will:

1. Schedule a Mid-Year Conference to develop and implement a formal Plan of Assistance.

2. Review what will occur at the Mid-Year Conference.

A Plan of Assistance shall be established between the evaluator and the teacher to include the following:

Plan Components Action/Comments

1. Note the specific performance expectation(s) not being

met. Refer to the appropriate Teacher and Student Evidence associated with the referenced performance expectations.

2. Refer to the appropriate Teacher and Student Evidence (Rubric with Evidences) associated with the identified performance expectations addressed in this plan. Make

additions to or clarify evidence in order to assist the teacher in meeting the expectations of the Plan of Assistance. Note below the Teacher/Student evidences to be addressed.

3. Note the system that will be used to monitor this Plan of Assistance. Examples: increased number of classroom walk-throughs, formal or informal observations; methods of collecting feedback from teacher on assigned reading; scheduled follow-up meetings; manner that teacher may submit written evidence or examples of student work.

4. Note the resources and support that will be extended to the teacher to assist in meeting the expectations of the

Plan of Assistance. Support may include the services of a fellow teacher to serve as a classroom observer (non-evaluative), coach or mentor.



Plan Components Action/Comments

5. Note the date by which the plan must be completed,

up to 90 school days.

6. If the teacher’s requirements to meet the expectations

of the Plan of Assistance include participation in

professional development activities, note below the

nature of the activities, the expected time to be spent

in or on the activities, and how feedback and reflection

following the activities will be reported to the

evaluator. Also note the anticipated Professional

Growth Points for license renewal that will be

applicable at the conclusion of the PD activities.

7. Note any pre-scheduled progress meetings between

the evaluator and the teacher during the duration of

the Plan of Assistance.

or Reference or clarify any supporting documents that

may be attached to this Plan of Assistance.

If the evaluator and the teacher cannot jointly establish the Plan of Assistance, the administrator shall do so unilaterally.

The evaluator shall monitor the teacher's progress in following the plan and hold a conference with the teacher. At this

conference (refer to conference form), the evaluator will:

If the status of the teacher is Improvement Necessary - make a judgment as to whether the teacher has progressed to

a performance level of Effective or Highly Effective or will be required to have a Plan of Assistance for either Improvement Necessary or Ineffective.

If the status of the teacher is Ineffective - make a judgment as to whether the teacher will be recommended for renewal

or non-renewal or be required to have a Plan of Assistance for either Improvement Necessary or Ineffective.

Whenever a teacher is required to have a Plan of Assistance, the building principal will inform the Director of Human

Resources who will, in turn, inform the Association President.

Signatures

This Plan of Assistance shall begin on

(Date)

(Evaluator Signature)

I understand the expectations and provisions of this Plan of Assistance.

(Teacher Signature) (Date)



Appendix E Test Security Procedures and Expectations Policy

MSDWT Teacher Signature – Test Security Local Assessments Form Every teacher must sign a form indicating that he/she understands the requirements and expectations

regarding ethical testing and reporting procedures. The MSDWT Teacher Signature – Test Security Local Assessments Form can be found in Appendix F of the Guidebook or on the Teacher Evaluation website:

www.msdwt.k12.in.us/teacher-evaluation/

This acknowledgement form must be signed, either in paper form or through electronic signature through an online training platform such as Safe Schools, by any staff member responsible for the handling, administration, scoring, storage, transport, or development of assessments used in the Student Achievement and Growth Measure as part of the MSDWT Teacher Evaluation System. Acknowledgement of the receipt and understanding of the information below is required of all teachers and is IN ADDITION to any documentation required by any other agency or organization. Faculty will be required to complete any and all training and documentation related to required standardized testing through the state of Indiana or the United States Department of Education.

Fidelity and Integrity: Requirements and Potential Consequences Quality instruction leads to better learning, which will be reflected in higher assessment scores. Narrowing the curricula to align to the content of an assessment, however, is weak pedagogical practice that erodes the measurement process.

Any individual with a license granted by the IDOE who violates the Code of Ethical Practices and Procedures

as established and published may face disciplinary action by MSDWT, and/or other applicable remedies

available under the state and federal laws.

Test Examiners and Their Role Statewide Tests

The assessments are to be administered only by personnel who hold a license granted by the Indiana Department of Education. The license must be an instructional, administrative, or school services license. Personnel not properly trained and certified (e.g., teacher’s aides, secretaries, or substitute teachers who do

not hold one of the above mentioned licenses) may not serve as test examiners. (For state assessments, they may serve as proctors.) In no case may unlicensed personnel be allowed to supervise the test

administration without the guidance of a test examiner.

Local Assessments Assessments that impact teachers’ Primary or Secondary Measure as part of the MSDWT Evaluation System

should be administered by the classroom teacher, or a trained employee. The MSDWT administration understands that circumstances may impact a teacher’s ability to administer the assessment on the specified

day or individual student circumstances exist impacting the teacher’s ability to administer the assessment.



Teachers should:

▪ Follow department protocol when administering, scoring, recording, and storing student

assessments ▪ Administer assessments whenever possible

▪ Consult department chair or principal when assessments are scheduled and teacher must be absent

▪ Use district-wide protocols when administering assessments such as NWEA or other commercially designed assessments

▪ Follow student’s IEP or ILP – if an Instructional Assistant (IA) is trained and approved to administer local assessments, in most cases, the IA will be allowed to administer or proctor

▪ If an IA or other non-certified staff administers the assessment, take all steps necessary to protect

the security, confidentiality, scoring, reporting, and storage of test materials per district/department expectations

Test examiners should be thoroughly familiar with the tests to be administered and with the

procedures to be followed during testing. This includes reviewing the MSDWT Testing Security and Integrity Agreement electronic signature page through Safe Schools. The above information referenced from the Indiana Department of Education Office of Assessment.

To ensure test integrity: ▪ Give students the test only one time per administration (pre and post). ▪ Tests should be administered to all students on the same day. Absent students should make the

test up as soon as possible. ▪ Do not review questions or answers with students at any time throughout the year.

▪ Students should not grade the assessments.

▪ Do not send tests home with students.

▪ Make assurances against cheating (students may not take the test in groups). ▪ Monitor students and do not alter their answers. ▪ Teachers may not complete answer documents for students unless required by the student’s

IEP. ▪ Pre-tests must show effort. Incomplete essays and multiple-choice tests with excessive blanks

will not be considered complete and will therefore count as not passing, regardless of the post-assessment score. We suggest monitoring students during test administration, as the test

cannot be given again at a later date.

▪ Hints, helping tools, detailed instructions, etc., are not allowed. If they are an integral part of

your test, they must be clearly identified in your documentation, approved by your principal and given on both the pre and post-assessments.



It is NEVER appropriate to:

▪ Coach students by indicating in any way (e.g., facial expressions, gestures, or the use of body language) that an answer choice is correct or incorrect, should be reconsidered, or should be

checked. ▪ Allow students to use any type of mechanical or technical devices (calculators, computers) unless

the test directions allow such use, or the device is documented as a necessary and allowable testing accommodation.

▪ Answer students’ factual questions regarding test items or vocabulary. ▪ Read any parts of the test to students (except as indicated in the test directions, or as documented

as an acceptable IEP, Section 504 Plan, LEP Individual Learning Plan, or nonpublic school Service

Plan). In no case may reading comprehension questions be read to the student. ▪ Alter students’ answers—other than to check and erase stray marks, or to darken answer bubbles

after testing. ▪ Call students’ attention to the fact that a similar question is on the assessment.

▪ Use current, past, or parallel items as test preparation materials—except when those items have been released specifically for test review purposes by the Indiana Department of Education or

MSDWT Administration ▪ Develop and use elaborate review materials (workbooks, worksheets, etc.).

▪ Set aside blocks of time to teach only the content and skill proficiencies measured on the assessment.

It is a violation of test security to:

▪ Give examinees access to test questions prior to testing. ▪ Copy, reproduce, or use in any manner any portion of any secure assessment book, for any reason.

▪ Alter answer documents after testing—other than to check and erase stray marks, or to darken answer bubbles.

▪ Share an actual test instrument in a public forum. ▪ Deviate from the prescribed administration procedures specified in the Examiner’s Manual or

procedures specified by MSDWT Administration in order to boost student performance.

▪ Make answer keys available to examinees. ▪ Participate in, direct, aid, counsel, assist, encourage, or fail to report any of the acts prohibited in

this section.

▪ Score student responses on the test locally before submitting the assessment for scoring to the test contractor, as designated by the Indiana Department of Education (Statewide Assessments).



Testing Materials Procedures & Security

[State Standardized Tests] The Corporation Test Coordinator/Department

Chair/Administrator must: ▪ Inventory and track assessment materials.

▪ Control the secure storage, distribution, administration, and collection of tests. ▪ Ensure that no tests are discussed and/or reproduced in any manner.

▪ Follow procedures located in testing manuals and those outlined by the MSDWT Guidebook. Display of Reference Materials

The following kinds of materials MUST be covered or removed from walls or bulletin boards during testing in all rooms or areas in which students will be assessed:

1. All posted materials such as wall charts, visual aids, posters, graphic organizers, and

instructional materials that relate specifically to the content being assessed. This includes, but is not limited to, the following items: ▪ Multiplication tables

▪ Tables of mathematical facts or formulas

▪ Fraction equivalents

▪ Writing aids ▪ Punctuation charts

▪ Spelling or vocabulary lists ▪ Phonics charts

2. All reference materials that a reasonable person might conclude offers students in that

classroom or space an unfair advantage over other students.

The following materials MAY be posted: ▪ Alphabet Chart (containing letters only)

▪ Number Line (containing numbers only)

All guidelines regarding Article VII (Special Education) must be followed whether

administering a local or statewide assessment. Consult the student’s teacher of record (TOR) if there are questions regarding the student’s IEP or ILP.

In addition to acknowledging receipt and understanding of the Test Security Procedures and Expectations Policy, teachers must meet all requirements of the Indiana Department of Education, the United States Department of Education, and any

applicable state statute regarding the assessment of students.

Administrative Guidelines for Teacher Performance Evaluations - Appendices


Appendix F MSDWT Teacher Signature – Test Security Local Assessments

This acknowledgement form must be signed by any staff member responsible for the handling, administration, scoring, storage, transport, or development of assessments used in the Student Achievement and Growth Measure as part of the MSDWT Teacher

Evaluation System. Acknowledgement of the receipt and understanding of the information below is required

of all teachers and is IN ADDITION to any documentation required by any other agency or organization. Faculty will be required to complete any and all training and documentation related to required standardized testing through the state of Indiana or

the United States Department of Education. I have read and understand the Test Security Procedures and Expectations Policy outlined in the Teacher Evaluation Guidebook of the MSD of Washington Township. I understand that, through my submission of student assessment data (either through physical or electronic means) to my evaluator, I am indicating that the information is correct and represents each student’s performance. I understand that, through my submission of assessment data I am indicating that I have followed all expectations outlined in the MSDWT Testing Procedures and Expectations. If my student assessment, used for teacher evaluation purposes, is a state administered assessment, I am indicating that I have read and understand the IDOE Code of Ethical Practices. I understand that noncompliance with the IDOE Code of Ethical Practices or MSDWT Testing Procedures and Expectations will result in a score of “0” in the applicable Student Achievement Measure as part of the Summative Evaluation, and may result in disciplinary action up to and including dismissal.

Please print your name, sign, and return to the appropriate administrator. Print Name: __________________________________________________________

Signature: ___________________________________________________________ Position: _____________________________________________________________

Date: _____________________

School: ______________________________________________________________ This form is valid for the duration of the teacher’s employment with the MSD of

Washington Township. This form shall be maintained on file by MSDWT Corporation.

The district may require employees to review Procedures and Expectations and sign this

form annually.



Appendix G

MSD Washington Township School Counselor Effectiveness Rubric

DOMAIN 1: PLANNING AND PREPARATION (10%) School counselors use student data and survey results to plan, set annual student goals, organize, deliver and manage an effective school counseling program.

Competencies Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

1.1 Utilize

Assessment

Data to plan

and analyze progress

At Level 4, a counselor

fulfills the criteria for Level 3

and additionally:

- Incorporates differentiated strategies in planning to reach

students at their level of

understanding

Counselor uses student

achievement, achievement-

related, survey and other

student data to formulate plans.

- Annual program goals and

student academic, career and

personal/social goals.

Counselor rarely uses

student achievement or

achievement-related data

and/or survey results to formulate:


student academic, career and

personal/social goals.

Counselor does not use

student achievement data or

survey results when

planning.

1.2 Set

Ambitious

and

Measurable Program

and Student

Goals and

evaluate

their effectiveness



and additionally:

- Shares plan with administrator(s) and school

staff

- Involves students in

development of career,

personal and social goals

Counselor sets

- Ambitious and measurable

annual program goals and

student academic, career and personal/social goals.

Counselor rarely sets

– Ambitious and measurable

annual program goals and


Counselor does not set

– Ambitious and

measurable annual program

goals and student academic, career and personal/social

goals.

1.3 Demonstrate

knowledge of local,

state and

federal

regulations

and resources as

they relate

to student

needs


fulfills the criteria for Level 3 and additionally:

- Counselor’s knowledge of

regulations and resources as

they relate to student needs is

extensive. Counselor develops programs to share this

information with students and

parents in large groups.

Counselor demonstrates

- Awareness of regulations and resources as they relate to

student needs and individually

shares this knowledge with

students and parents.


– Awareness of regulations and resources as they relate

to student needs and

individually shares this

information with students.


- Little or no knowledge of regulations and resources as

they relate to student needs.



DOMAIN 2: GUIDANCE AND COUNSELING (45%) Counselors facilitate student academic practice so that all students have the opportunity to gain mastery of the academic, career and/or personal/social guidance lesson objectives in a classroom, small group or individual setting.


2.1 Guidance

activities, lessons and

materials

are

appropriat

e for students,

designed to

make

content

and concepts

relevant,

engage all

students in

appropriate decision

making,

and are

logically

sequenced



- Incorporates differentiated

strategies in planning to reach

each student at his/her level of

understanding.

Counselor uses student

achievement, achievement-related, survey and other

student data to formulate

plans.



Counselor rarely uses

student achievement or achievement-related data

and/or survey results to

formulate:



Counselor does not use

student achievement data or survey results when

planning.

2.2 Provide

counseling,

guidance, consultatio

n, crisis

interventio

n, or

referral after needs

are

assessed



and additionally: -Counselor is highly effective

at providing counseling,

guidance, consultation, crisis

intervention or referral as

needed. -Works well with school staff

and administrators to facilitate

identification of students in

need of services

Counselor is effective at

providing counseling,

guidance, consultation, crisis intervention or referral as

needed.

- Diverse needs of students are

addressed through appropriate

counseling, guidance, consultation, crisis intervention

or referral

- Counselor is proficient at

delivering or referring student

to receive appropriate service

Counselor is only somewhat

effective at providing

counseling, guidance, consultation, crisis

intervention or referral as

needed.

- Some needs of students are

addressed through counseling, guidance,

consultation, crisis

intervention or referral

- Appropriateness of service

is questionable - Counselor is somewhat

proficient at delivering or

referring student to receive

appropriate service

Counselor is ineffective at

providing counseling,

guidance, consultation, crisis intervention or

referral as needed.

- Needs of students are not

adequately addressed

through counseling, guidance, consultation,

crisis intervention or

referral

- Appropriateness of service

is questionable - Counselor is not proficient

at delivering or referring

student to receive

appropriate service

2.3 Connect

student

learning to

future plans



and additionally:

- Utilizes resources outside of the school setting frequently

Counselor helps students see

connection between

achievement, career, and future

success - Counselor helps students

learn about interests, abilities

and aptitude

- Counselor provides age-

appropriate career awareness, information, preparation or

planning assistance to students

aligned with local, state and

national standards

- Students practice decision-making skills to course

selection and/or career

planning

Counselor infrequently helps

students see connection

between achievement, career,

and future success - Only some students learn

about interests, abilities and

aptitude

- Counselor provides

minimal career awareness, information, preparation or

planning assistance to

students

- Students do not practice

decision-making skills to course selection and/or career

planning

Counselor does not help

students see connection

between achievement,

career, and future success - Students do not learn

about interests, abilities and

aptitude

- Counselor does not

provide career awareness, information, preparation or

planning assistance to

students

- Students do not practice

decision-making skills to course selection and/or

career planning



DOMAIN 2: GUIDANCE AND COUNSELING (Continued)


2.4

Supports students in

assessment

interpretatio

n and goal-

setting

At Level 4, a counselor fulfills the criteria for Level 3 and

additionally:

-Demonstrates well-planned

and systematic assessment

interpretation at the appropriate developmental level

Counselor assists students in interpreting and understanding

assessment results

- Helps students set challenging

academic goals and/or make

course plans based on results - Students apply knowledge of

interests and aptitudes to goal-

setting

Counselor only occasionally assists students in interpreting

and understanding

assessment results

- Counselor helps students

make course plans - Students infrequently apply

knowledge of interests and

aptitudes to goal-setting

Counselor does not assist students in interpreting and

understanding assessment

results

- Students make course

plans without counselor assistance

- Students are not

encouraged to apply

knowledge of interests and

aptitudes to goal-setting

2.5 Manage

routines and

procedures

to maintain a positive

counseling

environment

At Level 4, a counselor fulfills

the criteria for Level 3 and

additionally:

-Utilizes student and parental assistance in maintenance

Counselor’s routines and

procedures to maintain the

counseling environment are

effective




adequate




non-existent or in disarray

2.6 Demonstrate

knowledge

of

counseling

theory and techniques

and

demonstrate

knowledge

of child and adolescent

development

At Level 4, a counselor fulfills

the criteria for Level 3 and

additionally:

- Always utilizes techniques

when meeting with students. - Helps students make

independent and informed

academic and personal social

choices.


understanding of counseling

theory and techniques.

- Counselor frequently utilizes

techniques when meetings with individual students or groups

and helps students make good

academic and social choices.

Counselor demonstrates basic

understanding of counseling

theory and techniques.

- Counselor occasionally

utilizes techniques when meeting with individual

students or groups.


little understanding of

counseling theory and

techniques.

- Counselor does not utilize techniques when meeting

with students individually

or in groups.

2.7 Assist students in

the

formulation

of academic,

personal/social, and

career plans

based on

knowledge

of student needs

At Level 4, a counselor fulfills the criteria for Level 3 and

additionally:

- Engages students, parents and

teachers to assist students in

the formulation of individual academic, personal/social, and

career plans.

Counselor is effective in assisting students in the

formulation of academic,

personal/social, and career

plans.

Counselor attempts to assist students in the formulation of

academic, personal/social,

and career plans and is

partially successful.

Counselor does not assist students in the formulation

of academic,

personal/social, and career

plans based on knowledge

of student needs.



DOMAIN 3: LEADERSHIP AND PROFESSIONAL RESPONSIBILITIES (25%) Counselors develop and sustain the intense energy and leadership within their school community to ensure the achievement of all students.


3.1 Collaborate with peers

and

administrator

s

At Level 4, a counselor fulfills the criteria for Level

3 and additionally may:

- Go above and beyond in

seeking out opportunities to

collaborate – Coach peers through

difficult situations

– Take on leadership roles

within collaborative groups

such as Professional Learning Communities

Counselor will: - Seek out and participate in

regular opportunities to work

with and learn from others

– Ask for assistance, when

needed, and provide assistance to others in need

Counselor will: - Participate in occasional

opportunities to work with

and learn from others

– Ask for assistance when

needed. Counselor may not:

- Seek to provide other

counselors with assistance

when needed OR

- Regularly seek out opportunities to work with

others

Counselor rarely or never participates in opportunities

to work with others.

- Counselor works in

isolation and is not a team

player

3.2 Advocate for

student success by

engaging

families and

by

collaborating with teachers

and

administratio

n


fulfills the criteria for Level 3 and additionally may:

- Display commitment to the

education of all the students

in the school

- Make changes and take risks to ensure student

success

- Strive to form relationships

in which parents are given

ample opportunity to participate in student learning

- Make themselves available

to address concerns in a

timely and positive manner,

when necessary

Counselor will:

- Display commitment to the education of all his/her

students

- Attempt to remove or remedy

obstacles around student

achievement - Advocate for students' individualized needs

- Proactively reach out to

parents in a variety of ways to

engage them in student

learning - Respond promptly to contact

from parents

- Engage in all forms of parent

outreach required by the school

Counselor will:

- Display commitment to the education of all his/her

students

- Respond to contact from

parents

- Engage in all forms of parent outreach required by

the school Counselor may

not:

- Advocate for students'

needs - Proactively reach out to

parents to engage them in

student learning

Counselor rarely or never

displays commitment to the education of his/her

students.

- Counselor accepts failure

as par for the course and

does not advocate for students’ needs.

- Counselor rarely or never

reaches out to parents

and/or frequently does not

respond to contacts from parents.

3.3 Maintain and

submit

records in a timely fashion


fulfills the criteria for Level

3 and additionally: - Counselor’s approach to

record-keeping is highly

systematic and efficient, and

serves as a model for

colleagues across the other schools

Counselor’s reports, records

and documentation are

accurate and are submitted in a timely manner.



generally accurate, but are occasionally late.



missing, late, or inaccurate, resulting in confusion.

3.4 Maintain

confidentiality and display

professionalis

m, including

integrity and

advocacy



- Counselor can be counted

on to hold the highest

standards of honesty,

integrity, and confidentiality. - Advocate for students while

taking a leadership role with

colleagues.

Counselor does not violate

confidentiality and displays high standards of honesty and

integrity with the school

community.

- Counselor advocates for

students when needed.

Counselor does not violate

confidentiality and is honest in interactions with the

school community.

Counselor violates

principals of confidentiality and displays dishonesty in

interactions with the school

community.



DOMAIN 3: LEADERSHIP AND PROFESSIONAL RESPONSIBILITIES (Continued)


3.5 Engage in

professional

development



and additionally:

- Actively pursues professional development opportunities, and

makes a substantial

contribution to the profession

through such activities as

offering workshops to colleagues.

Counselor seeks out

opportunities for professional

development based on an

individual assessment of need.

Counselor participation in

professional development

activities is limited to those

that are convenient or are required.

Counselor does not

participate in professional

development activities,

even when such activities are clearly needed for the

development of counseling

skills.

3.6 Coordinate/

administer

district and statewide

testing



and additionally: - Follows all laws and

procedures as dictated by

district coordinator

-Communicates with all

stakeholders

Counselor will:

- Follow most laws and

procedures as dictated by district coordinator

- Communicate with most

stakeholders

- Counselor follows some

laws and procedures

- Communicates with some stakeholders

- Counselor does not follow

procedures

- Counselor does not communicate

3.7 Demonstrate

flexibility

and responsivene

ss



and additionally: - Continually seeks ways to

improve the counseling

program, and makes changes in

response to suggestions of all

school stakeholders.

Counselor makes revisions in

counseling program when it is

needed.

Counselor makes modest

changes in the counseling

program when confronted with evidence of the need for

change.

Counselor adheres to his or

her plan, in spite of

evidence of its inadequacy.

3.8 Contribute

to the school

culture



and additionally may: - Seek out and serve in

leadership roles

- Go above and beyond in

dedicating time for students

and peers

Counselor will:

- Contribute ideas and

expertise to further the schools' mission and initiatives

- Dedicate time efficiently,

when needed, to helping

students and peers

Counselor will:

- Occasionally contribute

ideas and expertise to further the school's mission and

initiatives

Counselor may not:

- Frequently dedicate time to

help students and peers efficiently within the school

Counselor rarely or never

contributes ideas aimed at

improving school efforts. - Counselor dedicates little

or no time outside of class

towards helping students

and peers.


Assessment Glossary

Algebra I End of Course Assessment (ECA) is a criterion-referenced assessment developed specifically

for students (including 7th and 8th graders) completing their instruction in Algebra I. The test is aligned to the Indiana Academic Standards for Algebra I. Students must pass the Algebra I ECA to graduate from high school.

http://www.doe.in.gov/achievement/assessment/end-course-assessments-ecas

Criterion Referenced Test (CRT) is given at the end of each semester. Developmental Reading Assessment (DRA) is a formative assessment used for grades 1-3 to identify reading level and to determine whether more intensive services are needed.

http://www.scholastic.com/parents/resources/article/book-selection-tips/assess-dra-reading-levels

End of Course Assessment (ECA) is given by the state in Algebra, English 10, and Biology.

Formative Assessments are part of the instructional process and provide data needed to adjust teaching and learning while it is happening.

ILEARN measures student achievement and growth according to Indiana Academic Standards. ILEARN is

the summative accountability assessment for Indiana students and assesses:

• English/Language Arts (Grades 3-8)

• Mathematics (Grades 3-8)

• Science (Grades 4 and 6) • Social Studies (Grade 5)

• Biology (High School) • U.S. Government – Optional (High School)

https://www.doe.in.gov/assessment/ilearn

IREAD-K – 2

http://www.doe.in.gov/achievement/assessment/iread-k-2

IREAD-3, given in March to all 3rd graders, is a state test identifying students needing remediation/possible retention for not reading on grade level.

http://www.doe.in.gov/achievement/assessment/iread-3

Math AYP Assessment is a formative assessment given to identify strategies and skills that students in

grades

K – 5 did and did not learn.

Math CFAs are formative assessments given in grades 1 - 5 that inform instruction and identify strategies and skills students did and did not learn.

Math Facts Benchmarks are formative assessments given three times a year in grades 1–5 to identify strategies and skills students did and did not learn.

NWEA MAP for Primary Grades (MPG) are computer adaptive interim assessments given three (3) times

per year in grades K – 2 in reading and mathematics. They are untimed cross-grade assessments used to determine current educational levels. They are also used as a universal RTI screener. For evaluation

purposes, Spring to Spring growth scores are utilized in all grades with the exception of kindergarten, 3 rd and 6th grade. In kindergarten, 3rd and 6th grade Fall to Spring growth scores are utilized.

https://www.nwea.org/the-map-suite/


NWEA Measures of Academic Progress (MAP) are computer adaptive interim assessments given three

(3) times per year in grades 2 – 10 in reading, language usage, and mathematics. They are untimed cross-grade assessments used to determine current educational levels. They are also used as a universal RTI screener. For evaluation purposes, Spring to Spring growth scores are utilized in all grades with the exception of kindergarten, 3rd and 6th grade. In kindergarten, 3rd and 6th grade Fall to Spring growth scores

are utilized. https://www.nwea.org/assessments/map/

Reading CFAs are formative assessments given in grades 1 – 5 used to inform instruction and to identify

strategies and skills that students did and did not learn.

Skills Navigator (NWEA) are short classroom assessments given frequently (approximately once a week) that cover K – 8 skills in mathematics, reading comprehension, vocabulary, and language usage. They are used as Tier II progress monitoring tools. https://www.nwea.org/assessments/skills-navigator/

Summative Assessments are administered periodically to determine what students know. District examples are end-of-unit or chapter tests, end-of-term or semester exams, and state assessments.

WIDA ACCESS are the annual assessments administered to K – 12 in late winter each school year,

preceding the Applied Skills ILEARN / iLearn assessment window. These assessments are given to students currently classified by LAS Links as Levels 1-4 and to students who have NOT received a Level 5 classification

for two consecutive data points. These assessments test proficiency in the four domains of communication: reading, writing, speaking and listening.

Writing CFAs are common formative assessments used to inform instruction to identify strategies and skills

students did and did not learn.


Based on the lack of Primary and Secondary Measures for 2020-2021 they have been removed from this document for this year only.


MSDWT Test Construction Guidance Document For Use in Assessments Applying to Student Achievement and Growth Measures Component of Teacher Evaluation

The following definitions are used to determine the cognitive level of individual test items. All questions

and content should be aligned with grade level state or common core standards for the specific grade.

The assessment questions should extend and deepen student knowledge and measure what students truly

need to know for the future.

Assessments must contain at least 25 multiple choice questions with at least four answer choices per

question.

Multiple choice assessments should have 25% of their questions from level one, 50% from level two, and

25% from level three. Level four is generally only applicable to some performance assessments and open

ended questions.

Level 1 – Basic Recall (25%)

Basic recall of information or facts, requires use of simple skills or abilities (e.g., recall, observe, define,

describe, name, list, select, identify, label or recognize).

Level 2 – Application of Knowledge (50%)

Using information, organizing information, requiring two or more thought processes (e.g., comprehend,

compare, summarize, explain, trace, interpret, or organize).

Level 3 – Analysis (25%)

Cognitive demands are more complex and abstract, requires breaking a situation or problem into

components or parts, strategic thinking, planning, using evidence (e.g., generalize, synthesize, predict,

solve, draw a conclusion, analyze, judge, justify, evaluate, or assess).

Level 4 – Thinking Beyond

Requires creating something new or devising a new approach based on applying or evaluating information

(e.g., performance assessments, open ended questions, argue, or debate).

The questions used on the pre and post assessments should not be provided to students on any other

assignment or assessment.

University of Oregon, Teacher Effectiveness Program Test Construction Guidance

The University of Oregon Teacher Effectiveness Program has developed a very helpful web resource to

assist teachers create solid and well-designed multiple-choice questions. This useful website covers:

▪ Important Considerations: A very brief section giving teachers some suggestions on designing ongoing

assessments to check students’ level of understanding as part of a comprehensive assessment

approach.

▪ Bloom’s Taxonomy of Cognitive Levels: A concise reminder of the verbs or actions students take and

the level of cognitive level required to perform those actions.

▪ Practical Suggestions for Writing Multiple-Choice Questions: General suggestions to consider when

constructing questions; Step-by-step considerations for designing the question stems –with examples;

Step-by-step considerations for designing answer options – with examples.

▪ Techniques for Writing Multiple-Choice Items that Demand Critical Thinking: Provides examples of

various types of higher order thinking multiple-choice questions including Premise-Consequence,

Analogy, Case Study, Incomplete Scenario, and Problem/Solution Evaluation.

Use the link below to access the resources:

University of Oregon, Multiple Choice Test Writing Guidance

http://tep.uoregon.edu/


Pre-Test/Post-Test Guidance and Procedure

The Pre/Post-test method is designed to measure students’ growth in knowledge and/or skill over the

course of a unit of study or grading period. The Pre/Post-test method can be helpful to teachers in

determining growth toward achievement on specific standards or a blend of standards within a course.

However, the method is challenging to implement. The following considerations must be addressed prior

to approval of the use of the Pre/Post-test method.

PREREQUISITE KNOWLEDGE: The Pre/Post-test method is only appropriate when the teacher can

reasonably anticipate that most students possess enough knowledge and skill to perform at an adequate

level on the Pre-Test administration. The Pre/Post-test method is especially challenging to implement in

subjects of which the students would not have a direct prerequisite course such as World Languages, Chemistry, Biology, Physics, and World History. If there is likelihood that most students will have difficulty

completing the test, or have the ability to provide a measurable effort on a significant portion of the test,

another method of student measure may be appropriate.

If, after the Pre-Test administration, a significant number of students fail perform at an

extremely low level, the test may be rejected as part of the teacher evaluation.

FULL UNIT OF STUDY: The Pre/Post-test method must address, at minimum, a complete unit of study

or a complete grading period.

RIGOR OF TEST QUESTIONS MUST BE BALANCED:

Below is adapted from Austin Independent School District REACH Initiative The following definitions are used to determine the cognitive level of individual test items.

All questions and content should be aligned with grade level state or common core standards for the specific

grade.

The assessment questions should extend and deepen student knowledge and measure what students truly

need to know for the future.

Assessments must contain at least 25 multiple choice questions with at least four answer choices per

question.

Multiple choice assessments should have 25% of their questions from level one, 50% from level two, and

25% from level three. Level four is generally only applicable to some performance assessments and open

ended questions.

Level 1 – Basic Recall (25%)

Basic recall of information or facts, requires use of simple skills or abilities (e.g., recall, observe, define,

describe, name, list, select, identify, label or recognize).

Level 2 – Application of Knowledge (50%)

Using information, organizing information, requiring two or more thought processes (e.g., comprehend,

compare, summarize, explain, trace, interpret, or organize).

Level 3 – Analysis (25%)

Cognitive demands are more complex and abstract, requires breaking a situation or problem into

components or parts, strategic thinking, planning, using evidence (e.g., generalize, synthesize, predict,

solve, draw a conclusion, analyze, judge, justify, evaluate, or assess).

Level 4 – Thinking Beyond

Requires creating something new or devising a new approach based on applying or evaluating information

(e.g., performance assessments, open ended questions, argue, or debate).

The questions used on the pre and post assessments should not be provided to students on any other

assignment or assessment.


Test Security Procedures and Expectations Policy

MSDWT Teacher Signature – Test Security Local Assessments Form

Every teacher must sign a form indicating that he/she understands the requirements and expectations

regarding ethical testing and reporting procedures. The MSDWT Teacher Signature – Test Security Local

Assessments Form can be found in Appendix F of the Guidebook or on the Teacher Evaluation website:

www.msdwt.k12.in.us/teacher-evaluation/

This acknowledgement form must be signed, either in paper form or through electronic

signature through an online training platform such as Safe Schools , by any staff member

responsible for the handling, administration, scoring, storage, transport, or development of assessments

used in the Student Achievement and Growth Measure as part of the MSDWT Teacher Evaluation

System.

Acknowledgement of the receipt and understanding of the information below is required of all teachers

and is IN ADDITION to any documentation required by any other agency or organization. Faculty will

be required to complete any and all training and documentation related to required standardized testing

through the state of Indiana or the United States Department of Education.

Fidelity and Integrity: Requirements and Potential Consequences

Quality instruction leads to better learning, which will be reflected in higher assessment scores. Narrowing

the curricula to align to the content of an assessment, however, is weak pedagogical practice that erodes

the measurement process.

Any individual with a license granted by the IDOE who violates the Code of Ethical Practices and Procedures

as established and published may face disciplinary action by MSDWT, and/or other applicable remedies

available under the state and federal laws.

Test Examiners and Their Role

Statewide Tests

The assessments are to be administered only by personnel who hold a license granted by the Indiana

Department of Education. The license must be an instructional, administrative, or school services license.

Personnel not properly trained and certified (e.g., teacher’s aides, secretaries, or substitute teachers who

do not hold one of the above mentioned licenses) may not serve as test examiners. (For state assessments,

they may serve as proctors.) In no case may unlicensed personnel be allowed to supervise the test

administration without the guidance of a test examiner.

Local Assessments

Assessments that impact teachers’ Primary or Secondary Measure as part of the MSDWT Evaluation System

should be administered by the classroom teacher, or a trained employee. The MSDWT administration

understands that circumstances may impact a teacher’s ability to administer the assessment on the

specified day or individual student circumstances exist impacting the teacher’s ability to administer the

assessment.

Teachers should:

▪ Follow department protocol when administering, scoring, recording, and storing student assessments

▪ Administer assessments whenever possible.

▪ Consult department chair or principal when assessments are scheduled and teacher must be absent.

▪ Use district-wide protocols when administering assessments such as NWEA, or other commercially

designed assessments.

▪ Follow student’s IEP or ILP – if an Instructional Assistant (IA) is trained and approved to administer

local assessments, in most cases, the IA will be allowed to administer or proctor.

▪ If an IA or other non-certified staff administers the assessment, take all steps necessary to protect the

security, confidentiality, scoring, reporting, and storage of test materials per district/department

expectations.


Test examiners should be thoroughly familiar with the tests to be administered and with the procedures to

be followed during testing. This includes reviewing the MSDWT Testing Security and Integrity Agreement electronic signature page through Safe Schools. The above information referenced from the Indiana Department of Education Office of Assessment.

To ensure test integrity:

▪ Give students the test only one time per administration (pre & post).

▪ Tests should be administered to all students on the same day. Absent students should make the test

up as soon as possible.

▪ Do not review questions or answers with students at any time throughout the year.

▪ Students should not grade the assessments.

▪ Do not send tests home with students.

▪ Make assurances against cheating (students may not take the test in groups).

▪ Monitor students and do not alter their answers.

▪ Teachers may not complete answer documents for students unless required by the student’s IEP.

▪ Pre-tests must show effort. Incomplete essays and multiple-choice tests with excessive blanks will not

be considered complete and will therefore count as not passing, regardless of the post-assessment

score. We suggest monitoring students during test administration, as the test cannot be given again

at a later date.

▪ Hints, helping tools, detailed instructions, etc., are not allowed. If they are an integral part of your

test, they must be clearly identified in your documentation, approved by your principal and given on

both the pre and post-assessments.

It is NEVER appropriate to:

▪ Coach students by indicating in any way (e.g., facial expressions, gestures, or the use of body

language) that an answer choice is correct or incorrect, should be reconsidered, or should be checked.

▪ Allow students to use any type of mechanical or technical devices (calculators, computers) unless the

test directions allow such use, or the device is documented as a necessary and allowable testing

accommodation.

▪ Answer students’ factual questions regarding test items or vocabulary.

▪ Read any parts of the test to students (except as indicated in the test directions, or as documented as

an acceptable IEP, Section 504 Plan, LEP Individual Learning Plan, or nonpublic school Service Plan).

In no case may reading comprehension questions be read to the student.

▪ Alter students’ answers—other than to check and erase stray marks, or to darken answer bubbles after

testing.

▪ Call students’ attention to the fact that a similar question is on the assessment.

▪ Use current, past, or parallel items as test preparation materials—except when those items have been

released specifically for test review purposes by the Indiana Department of Education or MSDWT

Administration

▪ Develop and use elaborate review materials (workbooks, worksheets, etc.).

▪ Set aside blocks of time to teach only the content and skill proficiencies measured on the assessment.

It is a violation of test security to:

▪ Give examinees access to test questions prior to testing.

▪ Copy, reproduce, or use in any manner any portion of any secure assessment book, for any reason.

▪ Alter answer documents after testing—other than to check and erase stray marks, or to darken answer

bubbles.

▪ Share an actual test instrument in a public forum.

▪ Deviate from the prescribed administration procedures specified in the Examiner’s Manual or

procedures specified by MSDWT Administration in order to boost student performance.

▪ Make answer keys available to examinees.

▪ Participate in, direct, aid, counsel, assist, encourage, or fail to report any of the acts prohibited in this

section.

▪ Score student responses on the test locally before submitting the assessment for scoring to the test

contractor, as designated by the Indiana Department of Education (Statewide Assessments).


Testing Materials Procedures & Security

[State Standardized Tests] The Corporation Test Coordinator/Department Chair/Administrator must: ▪ Inventory and track assessment materials.

▪ Control the secure storage, distribution, administration, and collection of tests.

▪ Ensure that no tests are discussed and/or reproduced in any manner.

▪ Follow procedures located in testing manuals and those outlined by the MSDWT Guidebook.

Display of Reference Materials

The following kinds of materials MUST be covered or removed from walls or bulletin boards during testing

in all rooms or areas in which students will be assessed:

1. All posted materials such as wall charts, visual aids, posters, graphic organizers, and ins tructional

materials that relate specifically to the content being assessed. This includes, but is not limited to, the

following items:

▪ Multiplication tables

▪ Tables of mathematical facts or formulas

▪ Fraction equivalents

▪ Writing aids

▪ Punctuation charts

▪ Spelling or vocabulary lists

▪ Phonics charts

2. All reference materials that a reasonable person might conclude offers students in that classroom or

space an unfair advantage over other students.

The following materials MAY be posted:

▪ Alphabet Chart (containing letters only)

▪ Number Line (containing numbers only)

All guidelines regarding Article VII (Special Education) must be followed whether

administering a local or statewide assessment. Consult the student’s teacher of record

(TOR) if there are questions regarding the student’s IEP or ILP.

In addition to acknowledging receipt and understanding of the Test Security Procedures

and Expectations Policy, teachers must meet all requirements of the Indiana Department

of Education, the United States Department of Education, and any applicable state statute

regarding the assessment of students.


MSDWT Teacher Signature – Test Security Local Assessments

This acknowledgement form must be signed by any staff member responsible for the handling, administration, scoring, storage, transport, or development of assessments used in the Student Achievement and Growth Measure as part of the MSDWT Teacher Evaluation System. Acknowledgement of the receipt and understanding of the information below is required of all teachers and is IN ADDITION to any documentation required by any other agency or organization. Faculty will be required to complete any and all training and documentation related to required standardized testing through the state of Indiana or the United States Department of Education. I have read and understand the Test Security Procedures and Expectations Policy outlined in the Teacher Evaluation Guidebook of the MSD of Washington Township. I understand that, through my submission of student assessment data (either through physical or electronic means) to my evaluator, I am indicating that the information is correct and represents each student’s performance. I understand that, through my submission of assessment data I am indicating that I have followed all expectations outlined in the MSDWT Testing Procedures and Expectations. If my student assessment, used for teacher evaluation purposes, is a state administered assessment, I am indicating that I have read and understand the IDOE Code of Ethical Practices. I understand that noncompliance with the IDOE Code of Ethical Practices or MSDWT Testing Procedures and Expectations will result in a score of “0” in the applicable Student Achievement Measure as part of the Summative Evaluation, and may result in disciplinary action up to and including dismissal.

Please print your name, sign, and return to the appropriate administrator. Print Name: ___________________________________________________________________ Signature: _____________________________________________________________________ Position: ___________________________________________________________ Date: ____ School: _______________________________________________________________________ This form is valid for the duration of the teacher’s employment with the MSD of Washington Township. This form shall be maintained on file by MSDWT Corporation. The district may require employees to review Procedures and Expectations and sign this form annually.


Test Item Review

Grade Level/Subject: _________________________________________________

Teacher(s): _________________________________________________________

Assessment: _________________________________________________________

Primary Assessment _____ Secondary Assessment _____ Classroom Assessment _____

Item

Number(s) Standard Question Type

Depth of Knowledge (Reference 8 Takes on Thoughtful Assessment and Costa’s Levels of

Thinking and Questioning, found below)

Points

Possible

Percentage

of Total

Assessment

Points

Indiana Standard:

Common Core Standard: AP Standards:

☐ Multiple Choice

☐ True/False

☐ Matching

☐ Short Answer

☐ Fill in the Blank

☐ Extended Written Response

☐ Performance Assessment

☐ Level 1: Recall

☐ Level 2: Skill/Concept

☐ Level 3: Strategic Thinking

☐ Level 4: Extended Thinking

Indiana Standard: Common Core Standard:

AP Standards:

☐ Multiple Choice

☐ True/False

☐ Matching

☐ Short Answer




☐ Level 1: Recall




Indiana Standard:

Common Core Standard: AP Standards:

☐ Multiple Choice

☐ True/False

☐ Matching

☐ Short Answer




☐ Level 1: Recall




Indiana Standard: Common Core Standard:

AP Standards:

☐ Multiple Choice

☐ True/False

☐ Matching

☐ Short Answer




☐ Level 1: Recall




See the Teacher Evaluation page or the Evaluators Only page on the MSDWT website for a Word version of this table.


Multiple Choice Examples

Costa’s Levels of Thinking and Questioning

Guideline Change This: To This:

The MC question is

written at the lowest

possible vocabulary level

appropriate to the

course.

When scientists rely on magnets in the

development of electric motors they need

to know about poles, which are?

What are the poles of a magnet called?

A. Anode and cathode

B. North and south

C. Strong and weak

D. Attract and repel

The question stem asks

a full question.

Between 1950 and 1965:

A. Interest rates increased

B. Interest rates decreased

C. Increased, then decreased

D. Remained unchanged

What was the trend in interest rates

between 1950 and 1965?

A. Increased only

B. Decreased only

C. Increased, then decreased

D. Remained unchanged

The question stem is free

of semantic clues that

might indicate the

answer.

All of these are an example of a birth that

flies, except an:

A. Ostrich

B. Falcon

C. Cormorant

D. Robin

OR

Which of the following are examples of

birds that do not fly?

A. Falcon

B. Ostrich and Penguin

C. Cormorant

D. Robin

Which of the following is an example of a

bird that does not fly?

A. Ostrich

B. Falcon

C. Cormorant

D. Robin

All response options are

the same length.

Why did colonists come to the United

States?

A. To escape heavy taxation by their

native governments

B. Religion

C. They sought the adventure of living

among the native Americans in the

new land

D. There was the promise of great

wealth in the New World

E. More than one of the above answers

Why did colonists migrate to the United

States?

A. To escape taxation

B. For religious freedom

C. For adventure

D. More than one of the above


Rigor

Third Floor - Creating

Second Floor - Processing

First Floor - Basic

Evaluate Generalize Imagine

Judge Predict If/Then

Speculate Hypothesize Forecast

Idealize Apply the Principle

Rigor

Compare Contrast Sort

Distinguish Explain Why

Infer Sequence Analyze

Synthesize Make Analogies

Complete Count Match

Name Define Observe

Describe Identify List

Select Recite Scan

I I EE EE EE

o EE


While it is certainly appropriate to utilize

specific vocabulary all other wording should be targeted at the possible reading

level for the . Remember that the purpose of

the question is evaluate student knowledge of the information, and unnecessarily

can get in the way of

The MC question is concise and uses only the words necessary to ask the question.

Consider the removal of additional or extraneous information that may not be critical to the question.

The question stem asks a full question. Re-word the question stem to be a complete question.

The question stem is free of semantic

that might indicate the . Responses are grammatically similar.

Re-word the answer to eliminate any semantic clues. These can often be present when the correct answer to

the question is the only plural or when the correct answer begins with a vowel.

All of the above, none of the above, always, never are used thoughtfully and strategically

the .

Review the use of all of the above, none of above, always, or never to be sure that are

correctly used. Absolutes are incorrect,

and savvy students will use this when they don't know the right answer. do not use these

terms to just add .

Qualifiers such as except, not, other than, etc. are in bold and underlined for emphasis.

Also, bold and underline if multiple answers are required.

Underlining these items and making bold

increases the chance that will notice them as missing them leads to incorrect responses,

even when student might know the correct .

All response options are the same length. Often, qualifiers are added to the answer. This both makes it right and longer. If you

need to do this, do it to .

All responses are plausible distractors.

If one of your distractors does not plausible, eliminate it. There is no to have the

exact same number of within each

Yes

Yes

Yes

Yes

Yes

Yes

Yes

The MC question is written at the

possible vocabulary level appropriate to .

No

No

No

No

No

No

No

No

Developing Multiple Choice Test Items Flowchart

subject in questions

lowest lowest the -I t- course

course to specific difficult

I vocabulary that. I I

I

-I J-I

I I I

-I J-I

I I I

clues answer ---i ~

I I I

I the they

or -I t- frequently

in question even Also,

I another option

I I I

them

-I J-students

often a

answer

I I I

I

-I J-correct

much

I all questions

I I I seem

-I t- requirement distractors

question.


Entering Scores in the Pre-Post Test Spreadsheet

1. Open the Excel file; Pre-Post Test Form.xlsm. 2. When prompted, click Enable Macros (this step is very important to the calculations).

If prompted about compatibility, choose Cancel.

3. You will be prompted to enter your Name, Pre-test Points Possible, and Post-test Points Possible.

4. Now you can begin to input your students’ names and scores. You will fill out the grey fields; Last

Name, First Name, Pre-test Score, Post-test Score and the dropdown menu for Score Counted for Data.

5. Once you have entered all of your students and chosen Yes/No for Score Counted for Data, scroll

down to the bottom of the spreadsheet (Row 183).

6. Click the NEXT button and you will be left with a list of students that you do not wish to be included in your evaluative data.

7. Enter your reason for not including these students in your evaluative data.

This workbook contains macros. Do you want to disable macros before open ing the file?

Macros may conta in viruses that could be harmful to your compute r. If this fil e is fro a trusted source, click Enable Macros . If you do not fully trust t source, cli c Disable Macros.

Learn abou t macros

( Enable Macro: ) ( Do Not Open ) ( Disable Macros )

Microsoft Excel - Compati ility C 'ii

0 The fo llowing feab.Jres in th is workbook are not suppor ted by earlier versions of Excel, These fea tures may be lost or degraded when opening th is workbook in an earlier version of Excel. Click Continu e to save the workbook.

Summary

S-ognificant loss of functiona lity

This file originally conta ined featu res which were not recognized by th is version of Excel. These featu res are not preserved when saving an OpenXML fi le to the XLSB fi le format , or vice versa.

~ Cb.eek compatibility when saving this workbook.

Ocrurrences

~ Excel 2007

Copy to ~e w Sheet I rl _ (;__o_n_ti-nu-e~] I Cancel

[I I]

-


Entering Scores in the HS Science Measure Spreadsheet

1. Open the Excel file; HS Science Measure.xlsm. 2. When prompted, click Enable Macros (this step is very important to the calculations).

3. You will be prompted to enter your Name, Assessment Points Possible, and Proficiency

Threshold Percentage.

4. Now you can begin to input your students’ names and scores. You will fill out the grey fields; Last Name, First Name, Semester I Assessment Percentage, Semester II Assessment

Percentage and the dropdown menu for Score Counted for Data.

5. Once you have entered all of your students and chosen Yes/No for Score Counted for Data, scroll down to the bottom of the spreadsheet (Row 186).

6. Click the NEXT button and you will be left with a list of students that you do not wish to be included

in your evaluative data.

7. Enter your reason for not including these students in your evaluative data. 8. Save a copy of this spreadsheet by clicking File > Save As.

This workbook contains macros. Do you want to disable macros before opening the file?

Macros may conta in viruses that could be harmful to your comput er. If this file is fro a trusted source , click Enab le Macros . If you do not fully trust t so urce, elk Disable Macros .

Learn abou t macros

( Enable Macro: '.) ( Do Not Open ) ( Disable Macros )

Ii NEXT ii

-


Entering Scores in the Grade 3 Primary Measures Spreadsheet

1. Open the Excel file; MSDWT Grade 3 Primary Measure Spreadsheet.xlsm.

2. When prompted, click Enable Macros (this step is very important to the calculations).

3. You will be prompted to enter your Name.

4. Now you can begin to input your students’ names and whether or not they passed. You will choose Yes/No from the Passed? column.

5. Once you have entered all of your students and chosen Yes/No for Score Counted for Data, scroll down

to the bottom of the spreadsheet (Row 184).

6. Click the NEXT button and you will be left with a list of students that you do not wish to be included in your evaluative data.

7. Enter your reason for not including these students in your evaluative data.

8. Save a copy of this spreadsheet by clicking the Save button.

This workbook contains macros. Do you want to disable macros before opening the file?

Macros may conta in viruses that could be harmfu l to your compute r. If this file is fro a trusted source , click Enable Macros . If you do not fully trust t sou rce, clic Disable Macros.

Learn about macros

( Enable Macros::) ( Do Not Open ) ( Disable Macros )

NE~ I]

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Saving a PDF Using Firefox (Top Right)

Using Safari (Bottom Middle)

Using Chrome (Bottom Right)

Print Date: 3/22/13

5 6 877

4 6 802 PDF to down load fo lder

--

V' Show All


Saving a Word Document as a PDF

1. Click on File and select Save As….

2. Save your file in this format: LastName.Primary/Secondary.SchoolYear.

For example, Smith.Primary.14-15. (Note: Select ‘Primary’ OR ‘Secondary’)

3. Click on the Format dropdown and select PDF.

4. Click Save.

Edit View Insert Format Font Tools Table Window j Hel

Description

New Blank Document New from Template ... Open ... Open URL... Open Recent

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age ...

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Web Page Preview

Restrict Permissions

Reduce File Size ...

Page Setup ... Print ...

Properties ...

►

►

Jg in t o AIMSweb lick on My Classes

Form ✓ Excel Workbook (.xlsx)

Common Formats The XML- based format tha macro sheets.

Excel 97-2004 Workbook (.xis) Excel Template (.xltx)

Learn more about file for

( Opt ions ... )

Excel 97-2004 Template (.xlt) Comma Separated Values (.csv)

Specialty Formats Excel Binary Workbook (.xlsb) Excel Macro-Enabled Workbook (.xlsm)

IMSweb: Generating

Download&

VBA or Excel 4 .0


Saving an Excel Spreadsheet as a PDF

1. Click on File and select Save As….

2. Save your file in this format: LastName.Primary/Secondary.SchoolYear.

For example, Smith.Primary.14-15. (Note: Select ‘Primary’ OR ‘Secondary’)

3. Click on the Format dropdown and select PDF.

4. Choose Sheet and click Save.

Excel

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!b R-CBM Import ... Share ► lame

Al MSweb · R-CBM P~ce>ntil~

Reduce Fil e Size ...

Web Page Preview

Restrict Permissions ►

Form ✓ Excel Workbook (.xlsx)

Common Formats

G

The XML- based format tha macro sheets .

Excel 97-2004 Workbook (.xis) Excel Template (.xltx)

BA or Excel 4 .0

Learn more about fi le for Excel 97-2004 Template (.xlt) Comma Separated Values (.csv)

( Opt ions ... ) Comp,

Spec,a ty Formats Excel Binary Workbook (.xlsb) Excel Macro-Enab led Workbook (.xlsm)

Save As : ! Hamilton . Primary . 12-13 IEJ Where : (-..==-..:Dc..e:..:s_;_kc:.to"-p::_ _________ .:....,: I Format : !~_PD_ F _______________ :~I

De scrip t ion

( Save )

Exports the selected cells, the active sheet. or all sheets in the workbook to PDF fi les, wh ich loo k the same on Macintosh and Win dows computers.

Learn more about file forma t s

Q Workbook Sele ct ion

( Cancel ) ~


Exporting a Class Roster from Skyward

1. Login to Skyward. Click on the Teacher Access tab. Choose My Classes.

2. Click on Class Options.

3. Choose Reports.

Show All Cla5ses

Metropolitan School District of Washington Township

Teacher Access dent Services Access Adminis trator Access

,.. Teac her Access

My Grade book

My Students

My Classes

Post Daily All en nee

My Students With Disab ilities

My LEP Stude nts

My Sect ion 504 Students

My Gifted and Ta lented Students

My Conference Scheduler

ti ti tJ tJ tJ tJ tJ ti ti

051 North Central High school Dept WLG

STY

WLG

HLP

WLG

HLP

WLG

WLG

WLG

HRM

SUbjKt Ierm5 eerkMI DaY5 M-t Clil5,5, Description WLG

STY

WLG

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WLG

WLG

WLG

HRM

1 - 2

1 - 2 2

1 • 2 3

1 • 2 6

1 - 2 6

1 - 2 8

1 • 2 8

1 • 2 9

1 - 2 10 1 - 4 11

Class Options 8-- Class Options

!-D My Gradebook

l--·D Attendance

l-D Discipline

]-·-··O Message Cente r

l-D Test Scores

! D Busing

MTW RF

MTW RF

MTW RF

MTWRF

MTW RF

MTW RF

MTW RF

MTW RF

MTW RF

MTWRF

l··D Recommend li ons !-D Reports -c;::.;::.._.._ _~ l--·D Gradebook Tracker

i--D Online Assignment Templates

1.. ··D Distr ict Assessment Tracker

631211 / 001 SPANISH 9 Class Options 9300A l / 115 STUDY Class Options 6312G l / 00 1 SPANISH 7 Class Options 0000Sl / 006 SCHROEDER HELPE Class Options 6312C 1 / 006 SPANISH 3 Class Options 0000Sl / 008 SCHROEDER HELPE Class Options 6312C l / 006 SPANISH 3 Class Options 6312C l / 007 SPANISH 3 Class Options 6312C 1 / 008 SPANISH 3 Class Options ll HMRM / 009 GRADE 11 HMRM Class Options

~ Class Roster fo r 63 12G1/001 SPANI SH 7

Alert L.eqenc

Last Name t First Middle Grade Alerts

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12

12

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student IndlcalDrs


4. Select Class Roster.

5. From the drop down menu, choose the class whose roster you would like to export and click the Export to

Excel button.

lj3 · Attendan ce --D Detail Report

--D summ ary Report by Class

El· Gradeboo k

I· ·D Grade Sheet Report

l·--D Assignment Listing - By Srudent

; ·D Assignment Master Report

D Missing Assignments

--D Email Progress Report

--D View Emailed Reports

·D Category summary Report

, --D Online Assignment Analysis Report

S ·€; Progress Reports • ; .. D Progress Detail

--D Enhanced Multi-Class Progress Report

·D Progress summ ary

. --D Multi-Class Progress Report

l;l-t:j Partial Progress Reports

· J .... D Partia l Progress Detail

J .. ·D Parti al Progress summary ;_D Parti al Multi -Class Progress Report

Class Info rm ation ·D Class Roste .,.._ ______ _

--D Srudent Inf ormation

--D Custom Form s Report

·D Gifted and Talented Report Report Cards

L_D Grade Proof Sheet

select Parameters for Class Roster Report for 631261 / 001 Prd:3 SPANISH 7

VieN Report for Al I Students

Class Roster Report Options:

stlldents Display

Students enrolled I Tl : 08/04/2014 - 10/03/2014 For Term :

Options Name Display:

\.!! Last, First MI

'") First Middle La st

U Last First Midd le

) First MI Last

Display I nformation

I l Grade

I J Phone Numt>er

n Gender

I l Student Access Login and Password

Family Info rmat ion I l Primary Guardian

All Guardians

( Select □asses to VieN Report

ID Display : t• ) Student ID

0 Interna l ID

U Name Key

1 None

I l Grad Year

I I Second Phone

n Current Cumulat ive GPA

[ J Print Student Picture

Phone 2

Phone 1

Email

Export to Excel

47 chars - Portrait Report

Sort by: [ Last Name : _I

I ) Birth Date

LJ Third Phone

D Home Address

Phone 3

Phone 2

Home Address

r l Advisor

l J Email

n Mailing Address

[ l Student Indicators

Email

Phone 3

Mai ling Address

I Report Range

Templates

[ Restore Defaults


6. Select Display Report.

7. Students’ names will appear in an Excel file.

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The report Class Roster Report (Excel ) has finished process ing.

Display Report

I B C D .1 _j_ Nonh Cen1ra1 - Class Rosierl

---C o,urw : 63120 1 / SPAN ISIH 7 --- Sec: 001

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S - ool Year: .20 4-:2015--Peno : 3 -

Date post:	18-Mar-2021
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