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01-19-2023 DSAHS Governing Board Meeting Agenda DOLT SOFFER AVENTURA HIGH SCHOOL GOVERNING BOARD C'ee! a �x DON SOFFER A VENTUR HIC; H SCH001 REGULAR MEETING AGENDA January 19, 2023 Following 9:00 a.m. City Commission Workshop and ACES Governing Board Meeting Aventura Government Center 19200 W. Country Club Drive - Aventura, FL 33180 51h Floor Executive Conference Room Governing Board AVENTURA CITY COMMISSION ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE DON SOFFER AVENTURA HIGH SCHOOL(DSAHS) Mayor Howard S. Weinberg, Esq. Vice Mayor Billy Joel Commissioner Amit Bloom Commissioner Rachel S. Friedland, Esq. Commissioner Paul A. Kruss Commissioner Dr. Linda Marks Commissioner Michael Stern City Manager Ronald J. Wasson — Governing Board Facilitator City Clerk Ellisa L. Horvath, MMC City Attorneys Weiss Serota Helfman Cole & Bierman Don Soffer Aventura High School Governing Board Meeting Agenda January 19, 2023 AVENTURA CITY COMMISSION ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE DON SOFFER AVENTURA HIGH SCHOOL(DSAHS): 1. CALL TO ORDER\ROLL CALL 2. APPROVAL OF MINUTES (September 22, 2022 Regular Meeting) 3. APPROVAL OF OUT-OF-FIELD WAIVERS 4. REVIEW OF 2022-2023 FALL SURVEY RESULTS 5. APPROVAL OF REFERENDUM SETTLEMENT DISTRIBUTION PLAN 6. APPROVAL OF PROPOSED A+ SCHOOL RECOGNITION FUNDS SPENDING PLAN 7. APPROVAL OF 2022-2023 INSTRUCTIONAL PERSONNEL EVALUATION SYSTEM PLAN 8. APPROVAL OF 2022-2023 SCHOOL ADMINISTRATOR EVALUATION SYSTEM PLAN 9. SCHOOL UPDATES — DSAHS PRINCIPAL DR. GEOFF MCKEE 10. OTHER BUSINESS 11. PUBLIC COMMENT 12. ADJOURNMENT. This meeting is open to the public.In accordance with the Americans with Disabilities Act of 1990,all persons who are disabled and who need special accommodations to participate in this meeting because of that disability should contact the Office of the City Clerk, (305) 466-8901 or cityclerk@cityofaventura.com, not later than two days prior to such proceedings. One or more members of the City of Aventura Advisory Boards may participate in the meeting. Anyone wishing to appeal any decision made by the Aventura City Commission, acting in its capacity as the Aventura City of Excellence Charter School(ACES)Governing Board,with respect to any matter considered at such meeting or hearing will need a record of the proceedings and,for such purpose,may need to ensure that a verbatim record of the proceedings is made, which record includes the testimony and evidence upon which the appeal is to be based. Agenda items are available online at cityofaventura.com for viewing and printing,or may be requested through the Office of the City Clerk at(305)466-8901 or cityclerk@cityofaventura.com. Page 1 of 1 DON S FFE _ �' IAVEMTURA HIGH SCHOOL �S r` DON SOFFER AVENTURA HIGH SCHOOL GOVERNING BOARD REGULAR MEETING MINUTES SEPTEMBER 22, 2022 Following ACES Governing Board Meeting Aventura Government Center 19200 West Country Club Drive Aventura, FL 33180 City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS)- 1. CALL TO ORDER/ROLL CALL: The meeting was called to order by Mayor Enid Weisman at 9:10 a.m. The roll was called and the following were present: Mayor Enid Weisman, Vice Mayor Denise Landman, Commissioner Rachel S. Friedland, Commissioner Billy Joel, Commissioner Dr. Linda Marks, Commissioner Marc Narotsky, Commissioner Robert Shelley, Assistant City Manager Bryan Pegues, City Clerk Ellisa L. Horvath, and City Attorney Robert Meyers. Also present were DSAHS Principal Dr. Geoff McKee, Rachel Windier-Freitag - South Florida Deputy Director Charter Schools USA, and Rita Weaver - Director of Board Governance - Charter Schools USA. As a quorum was determined to be present, the meeting commenced. 2. APPROVAL OF MINUTES: A motion for approval of the July 21, 2022 regular meeting minutes was offered by Commissioner Joel, seconded by Commissioner Dr. Marks, and passed unanimously by roll call vote. 3. APPROVAL OF DSAHS 2022 GOVERNING BOARD PROPOSED MEETING SCHEDULE: Mr. Pegues reviewed the proposed meeting schedule as outlined in the agenda and noted that changes could be made to the schedule once the new City Commission was seated in November 2022 following the election. A motion for approval was offered by Commissioner Friedland and seconded by Commissioner Shelley. The City Commission discussed the item. No public comments were provided. The motion passed unanimously by roll call vote. 4. REVIEW OF ACES END OF YEAR SCHOOL REPORT CARDS AND 5. REVIEW OF ACES LETTER GRADE DASHBOARD: Principal Dr. McKee, accompanied by Ms. Weaver, reviewed both items including enrollment and testing. Don Soffer Aventura High School (DSAHS) Governing Board Regular Meeting Minutes September 22, 2022 The City Commission discussed the item including making the chart easier to read, the B rating, focusing on English second language and students with disabilities. Ms. Weaver agreed that a letter shouldn't be used and will have the B removed. No public comments were provided. 6. REVIEW OF DSAHS 2021-2022 SPRING SURVEY RESULTS: The CSUSA Stakeholder Survey Questions & Categories sheet was distributed and the survey results were reviewed by Principal Dr. McKee. The City Commission discussed the item and provided comments on including all students in future surveys, increasing parent survey participation, making the chart easier to read, using student generated questions, and students being happier than the survey shows. Ms. Windier-Freitag and Ms. Weaver provided information on the survey, which was solely completed by juniors, and will report back that the Board has requested that all students be included in future surveys. No public comments were provided. 7. SCHOOL UPDATES — DSAHS PRINCIPAL DR. GEOFF MCKEE: Principal Dr. McKee provided updates including the following: college application process, senior items, new teachers, City Commission welcoming teachers back, no merit finalists and no semifinalists, future out-of-field waivers, visit to iPrep North, and robotic sponsor teacher. The City Commission provided input and discussed the following items: providing an induction/installation ceremony for the National Honor Society, need for full time activities director and counselor, and advising the Board of any items needed. No public comments were provided. 8. OTHER BUSINESS: The following additional items were discussed: REUNIFICATION PLAN: Principal Dr. McKee distributed the Reunification Plan for DSAHS dated August 25, 2022. A motion for approval was offered by Commissioner Friedland and seconded by Vice Mayor Landman. Mr. Meyers explained that the item was not open to public records and the document was confidential. Ms. Weaver explained the plan as part of the master safety plan and the requirement for all schools to have it for evacuation and reuniting students with their parents. Page 2 of 3 Don Soffer Aventura High School (DSAHS) Governing Board Regular Meeting Minutes September 22, 2022 Mr. Pegues noted that the police department was heavily involved in the process and recommended approval. The motion passed unanimously by roll call vote. TEACHER SALARY ALLOCATION PLAN: The 2022-23 Teacher Salary Increase Allocation Charter School Distribution Plan Template due October 1, 2022 and associated documents were distributed and reviewed by Ms. Windier-Freitag. A motion for approval was offered by Vice Mayor Landman and seconded by Commissioner Shelley. The City Commission discussed the item. No public comments were provided. The motion passed (6-0) by roll call vote, with Commissioner Narotsky absent. 9. PUBLIC COMMENT: None. 10. ADJOURNMENT: There being no further business to come before the Commission as the Governing Board, a motion to adjourn was offered by Commissioner Dr. Marks, seconded by Commissioner Friedland, and unanimously approved; thus, adjourning the meeting at 10:35 a.m. Ellisa L. Horvath, MMC, City Clerk Approved by the City Commission, acting in its capacity as the Governing Board for DSAHS, on January 19, 2023. Page 3 of 3 CITY OF "ENTURA OFFICE OF THE CITY MANAGER MEMORANDUM TO: City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSHAS) FROM: Ronald J. Wasson, City Manager DATE: January 13, 2023 SUBJECT: Recommendation to Accept Don Soffer Aventura High School Out-of-Field Waivers January 19, 2023 DSAHS Governing Board Meeting Agenda Item RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School, accept the out-of-field waivers list as outlined in this memorandum. BACKGROUND The Miami-Dade County School Board requires the Governing Board of each charter school annually to accept a list of teachers considered out-of-field. Teachers working on additional certification or endorsements for subjects that they are teaching are considered out-of-field until requirements are met. All teachers hold current certifications. The additional certification or endorsements are extra credentials. This is a typical practice as teachers expand their professional development. Below is a listing of instructional staff members who are working toward additional certification in the following subject areas: Out of Field Assignments Tereza Bromberg — Secondary Mathematics; Social Studies or Business Education Kathleen Gutierrez — Secondary Mathematics Jahvane Reid — Chemistry Eduardo Teste Lino — Secondary Mathematics If you have any questions, please feel free to contact me. RJW/act Attachment CC03015-23 DON SOFFER _ L. , AVENTURA HIGH SCHOOL MEMORANDUM January 11, 2023 To: Ronald J. Wasson, City Manager From: Dr. Geoff McKee, Principal Subject: Out-of-Field Waiver Approval The teachers listed below are working to meet Florida certification requirements for one or more of the subjects they teach. Until these requirements are met, the teachers are classified as out- of-field, and in need of an approved out-of-field agreement. Each teacher holds a current certificate and has signed an out-of-field agreement confirming they must meet one of the following terms by June 30, 2023: A. Complete of at least six semester hours of college credit towards certification in the listed subject(s). B. Complete 120 in-service points towards certification in the listed subject(s). C. Pass the Florida subject area exam(s) in the listed subject(s). Here are the teachers and subject areas for which out-of-field agreements are being requested: Teacher Subject(s) Tereza Bromberg Secondary Mathematics; Social Studies or Business Education Kathleen Gutierrez Secondary Mathematics Jahvane Reid Chemistry Eduardo Teste Lino Secondary Mathematics 3151 Northeast 213 Street Office: 786-481-3032 Aventura, FL 33180hF AventuraCharterHS.Org L/] U O U cr. w co ct N U� ul O N F O z � CA � W4-j a bIo -I a--+ •a cn bA 4-j •� bjp+� o ^ l W �U O � t4CIU v� v •� a) cy V 1 cu ++ � cu Q� p CU 4� cu o � 4 o W � � � V c � a-+ a� U co N � O N �QJLL � CAw� zo p � N ol� u CA � o zcn Luz: a= a � N77 Ln a a — a� a) u7 C) N U co co C. a' m 3: Ln m 3: cv m 3: cv O i C [6 C [6 C [0 v � U 1 ' UPS O I—' V)Ln d �' VA � � � Co v CD CD ++ m � N a v 4-a 0 Q — ff7 fY1 fV f o N v r� 0 M Cn rl Lf) CD 'd t►� y {� I L f L-f1 Nrl f- N LD M C* 4fta ■ C) H � C! a v w o ON N m . � a rn CT) � era m rl � � '� a. .. 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E a o a = / ^ ^ U < / � R R = w Q z IBM Q z = o a "CDMMI� R y Z m m @ R LL � LL / \ w ,[ 2 0 § \0 U) f .E ro / - - & LL & 2 % w ® � w m a � N LL ■ �� LL C � a LU ■ N r CL r Q al N Ln N Ln 4} u O N Li ■ R on N Li o V] 4-J — .0 c N .� N .0) ■ O M a a Q' _ N V) N Lf) [Q U N N O ❑ N ra LL N LL ■ M LL N M � i }� rp 7 in rAdak, Ln � � L. � • w N Am "' ¢ N N 7 N LL . � N LL O i!r RI y • V} 4-J N LL N LL ( 7 4J (1} N N ■ _0 V'1 � o N N I � - "' � LL - � � N � l � NL� ■ E N a) N 0) ru — (1) N E N m a m N V1 N N 01 < a N N w r"I L LL a) L N N a m m v}i I N Lf6 MO=0*0 � N ■ N N N N .0) N ,� a J >% CL a J ❑ N 0=00; N N t m � J fQ PS N ru N LL =1 4=*0* N LL Q i 00 � CJ V1 V1 V City of Ave ntura Commission: 2021-2022 Fa I 1 & 2022-2023 Fa I I Parent Survey Comparii son App- • 2021-2022 2022-2023 Fall Fall 0 0 o Q n Q) U ° o Q n n3 ° ) O a � 0 M M >1 O 6 z E Q 6 z E o o E o 0 My child feels like he/she belongs in 29% 9% 2% 1% 1% 0% 31% 8% 1% 1% 1% 0% this school. (174) (52) (11) (6) (8) (2) (243) (62) (11) (4) (7) (3) I My child's school is perfect for my 51° 34% 10% 3% 1% 1% 1% 1% 3 11% 2% 1% 0% 1% 4, child. ( (59) (1-6) (5) (3) (4) 34 (89) (18) (6) (2) (4) E rn M rn w I feel proud to be a parent at my child'siq 5% 1% 1% 0% 0% 5% 1% 0% 0% 1% school. (31) (7) (3) (1) (1) (40) (4) (3) (2) (4) My child's school always delivers on 48% 37% 10% 2% 2% 0% 1% 46% 42% 9% 1% 1% 0% 1% what they promise. (2 (61) (1-3) (9) (2) (7) (364) (328 (67) (11) (6) (3) (8) 6% 1% 1% 7% 5% 1% 1% 0% 6% My child's school promotes diversity. (38) (6) (4) (40) (43) (8) (7) (2) (46) 1 29% 3% 1% 0% 0% 3% 29% 3% 1% 1% 0% 3% My child's school respects all cultures. (174) (16) (5) (1) (2) (17) (232) (26) (6) (6) (2) (23) I My child has the opportunity to I 49% 28% 8% 2% 1% 1% 11% 53% 30% 7% 2% 1% 0% 6% participate in advanced courses at (291) (1 (46) (14) (5) (4) (64) (421) (2 (57) (16) (8) (3) (46) school. V The school communicates with me in a 33% 3% 1% 0% 1% 0% 5% 1% 0% aa) language I understand. (193) (17) (8) (2) (6) (1) (38) (6) (3) a) ry O ry TO: School rules are applied fairly to all 6% 2% 1% 1% 6% 48% 34% 7% 1% 1% 1% 7% students. (37) (12) (8) (6) (37) 1) (268) (59) (11) (8) (7) (53) 0- w City of Ave ntura Commission: 2021-2022 Fa I 1 & 2022-2023 Fa I I Parent Survey Comparii son App- • 2021-2022 2022-2023 Fall Fall 0 0 o Q n Q) U ° o Q n n3 ° ) O O 6 z Q � 6 z E o o E o 0 v n3 Student of different races or 49% 38% 5% 1% 1% 0% 5% ;%) 3 6% 1% 0% 0% 4% ethnicities at my child's school get (292) (2 (32) (5) (4) (2) (32) 8 ( (47) (10) (3) (3) (30) c6 along. i O O) am given information about services m to support my child's learning and ° 31% 15% 3% 4% 2% 4% ° 32% 15% 4% 3% 2% 3% behavior needs to enhance his or her (17) (22) (13) (23) (34) (20) (15) (22) w talents(tutoring,mentoring,camps, career exploration). --A 10 My child's teacher(s)hold high 49% 8% 2% 1% 1% 2% 51% 9% 1% 1% 0% 2% expectations for my child. (291) (45) (13) (3) (3) (13) 02 (68) (10) (4) (3) (14) 1 believe my child's school is 51% 3 10% 1% 1% 0% 1% 3 3% 7% 2% 2% 0% 1% academicaIIychaIIenging. (is (57) (7) (5) (2) (3) (263) (54) (13) (12) (2) (5) If the school can't help me,they will 41% 30% 10% 2% 2% 1% 14% ° 12% 4% 1% 1% 14% connect me to someone who can. (61) (14) (10) (6) (85) (91) (28) (10) (4) (108) w V) C6 The staff at my school encourages my 55% 32% 8% 1% 1% 1% 3% 54% 8% 1% 1% 0% 2% c child to do his/her best. (323) (189) (47) (8) (5) (3) (16) 4 (60) (11) (4) (1) (13) N V (6 O Someone at my school seems to care 55% 30% 9% 2% 1% 1% 3% 53% 36% 7% 1% 1% 0% 2% about my child. (323) (1 (53) (10) (4) (4) (17) 6) (282) (57) (9) (7) (2) (14) I feel empowered to advocate for my ° 14% 4% 3% 1% 4% 15% 3% 2% 1% 6% own chi Id's and other chi ldren's (82) (23) (15) (7) (22) (116) (27) (12) (7) (48) success in school. n3 O '53 1 can be involved in school o 0 0 0 0 0 0 0 0 0 0 0 0 improvement planning a n d 34/0 29/0 18/0 5/0 3/0 2/0 10/0 29/0 18/0 5/0 2/0 2/0 9/o o decision-making at my child s school. (201) (169) (107) (27) (18) (9) (60) (229) (142)I (42) (13) (18) (69) — ' n3 J City of Ave ntura Commission: 2021-2022 Fa I 1 & 2022-2023 Fa I I Parent Survey Comparii son App- • 2021-2022 2022-2023 Fall Fall 0 0 o Q n Q) U ° o Q n n3 ° ) O O 6 z Q � 6 z E o o E o 0 rn `6 I am asked what my goals are for my � 33% 29% 17% 7% 6% 4% 4% 33% 30% 17% 7% 7% 3% 3% child's learning and/or what classes or (195) (173) (99) (44) (34) (24) (22) (260) (233) (136) (56) (55) (21) (26) programs my child should take. V N 0 19 1� O J School faculty are responsive to 44 10% 2% 2% 1% 1% 46% 3 10% 3% 1% 0% 1% questions and concerns. ( (58) (13) (9) (4) (3) (363) (3 (82) (24) (8) (3) (4) 1 would recommend our school to a 5% 1% 1% 1% 1% 4% 0% 0% 0% 1% friend. (31) (8) (4) (4) (6) (33) (3) (3) (2) (7) 41 O J 5 31% 9% 2% 1% 1% 0% 31% %9 1% 0% 0% 0% My child is happy at our school. ( (1 (52) (12) (3) (4) (1) (246) (70) (10) (2) (1) (1) My child's school is a friendly 8% 1% 0% 1% 0% 8% 1% 1% 0% environment for students,parents (48) (6) (1) (5) (2) (62) (8) (5) (2) and families. n3 0 O V N 32% 3% 0% 0% 0% 29% 3% 1% 0% 0% Students feel safe at school. (189) (18) (2) (2) (1) (226) (22) (5) (2) (3) City of Aventura Comm issi on: 2021-2022 Fa I 1 & 2022-2023 Fa I I Staff Survey Comparii son App- • 2021-2022 2022-2023 Fall Fall a� a� o °� o, o� o o Q a� o Q a� Q 0 Y Q 0 Y Q U) o z Q U) z o o o o o E o o E o 0 cn o E — cn O E — o o Cn I Cn know what is expected of me at work. 7% 2% 1% 1% 610 6% 1% 1%(8) (2) (1) (1) (8) (2) (1) 1 I have the materials and equipment I need to do my 22% 8% 5% 1% 3% 23% 10% 2% 1% 2% work right. (26) (10) (6) (1) (3) (33) (14) (3) (2) (3) At work, have the opportunity to do what do best 21% 12% 3% 2% 51% 37% 8% 1% 2% every day. (25) (14) (4) (2) (73) (53) (11) (2) (3) In the last seven days, I received recognition or 24% 18% 3% 6% 3% 1% 0% 30% 17% 4% 6% 4% praisefordoing good work. (29) (21) (3) (7) (3) (1) (57) (43) (24) (5) (8) (5) My supervisor or someone at work seems to care 21% 6% 2% 1% 1% 6 25% 5% 4% 1% 1% about me as a person. (25) (7) (2) (1) (1) ( (36) (7) (5) (1) (1) There is someone at work who encourages my 22% 8% 5% 2% 1% 3% 7% 1% 2% 1% development. (9) (6) (2) (1) (3) (1-0) (2) (3) (1) 0 a) rn rn 46% 29% 11% 5% 5% 3% 42% 29% 200 4% 2% 3% At work, my opinions seem to count. ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) w 55 35 13 6 6 4 60 41 28 6 3 4 The mission/purpose of my school makes me feel my 26% 8% 2% 2% 2% 54% 35% 8% 1% 1% 1% job is important. (31) (9) (2) (2) (2) (76) (50) (11) (2) (1) (2) W 8% 4% 1% 54% 34% 9% 1% 1% 1% My coworkers are committed to doing quality work. (10) (5) (1) (77) (48) (13) (1) (2) (1) q have a good friend at work. 26% 8% 1% 1% 1% J 30% 8% 1% 1% (31) (9) (1) (1) (1) (42) (12) (2) (2) In the past six months, someone at work has talked 50°/ 24% 13% 3% 4% 3% 3% 26% 6% 4% 4% 1% 1% to me about my progress. (54 (29) (16) (4) (5) (3) (3) W (9) (5) (5) (2) (1) This last year I have had opportunities at work to 22% 15% 3% 1% 1% 3% 27% 8% 1% 1% 1% 1% learn and grow. (26) (18) (4) (1) (1) (4) (39) (12) (2) (1) (2) (1) a) U Our School Team builds a sense of community wher 7% 1% 2% 56% 37% 6% 1% 1% all students are valued and treated equally. (8) (1) (2) (79) (52) (9) (1) (1) a� — � ii 06 Our School Team fosters an understanding and 11% 2% 561F 33% 9% 1% 1% L. appreciation of student diversity. (13) (2) (80) (47) (13) (1) (1) rn Our School Team fosters an understanding and 25% 13% 3% 1% 1% 56% 30% 8% 3% 1% 1% j, appreciation of staff diversity. (30) (15) (3) (1) (1) 80 (43)� (12) (4) (1) (2) City of Aventura Comm issi on: 2021-2022 Fa I 1 & 2022-2023 Fa I I Staff Survey Comparii son App- • 2021-2022 2022-2023 Fall Fall a� a� o °� o, o� o o Q a� o Q a� Q 0 Y Q 0 Y Q U) o z Q U) z o o o o o E o o E o 0 cn o E — cn O E — o o Cn c� Our School Team uses classroom materials that 46% 28% 17% 3% 1% 6% 46% 37% 11% 1% 1% 1% 2% reflect multicultural perspectives. (5 (20) (3) (1) (7) (65) (53) (16) (2) (2) (1) (3) Our School Team models and encourages respect fo 28% 9% 1% 1% 61% 34% 2% 1% 1% 1% 06 students and families from all backgrounds. (33) (11) (1) (1) (87) (48) (3) (1) (1) (2) o rn Our School Team respect students'differences, 28% 6% E0 300 3% 1% 1% 1% r- races and ethnicities. (33) (7) (4) (1) (2) (1) co 6 Our School Team values students'cultural 65% 8% 65% 28% 4% 10/6 10/6 1% w backgrounds. (77) ( (9) (92) (40)� (6) (2) (1) (1) Our School Team and school administration, 21% 8% 1% 1% 2% 1% j 32% 4% 1% 1% promote equity for alI. (25) (1-0) (1) (1) (2) (1) (46) (6) (2) (2) rOur School Team allows all students to participate 22°/ 6% 7% ° 31% 3% 1% 1% in advanced courses. (7) (8) (44) (4) (2) (2) Our School Team identifies and discusses the cultural biases and potential inequalities present 23% 15% 6% 2% 7% 33% 10% 6% 2% 1% 2%(27) (1-8) (7) (2) (8) (47) (1-4) (8) (3) (1) (3) within our school and community. w My school team establishes strong lines of 20% 15% 3% 2% 5% 1% 29%, 7% 4% 2% Ln communication. (24) (1-8) (4) (2) (6) (1) (41) (1-0) (5) (3) U) Y 22% 13% 5% 2% 3% 1% 5% 2% 1% a My school team fosters cooperation/collaboration. (26) (15) (6) (2) (3) (1) (7) (3) (1) t En r- a) 24% 13% 4% 1% 3% 1% 29% 11% 3% 1% 1% My school team inspires me to be creative. (28) (16) (5) (1) (3) (1) (41) (16) (4) (1) (1) V V (6 39% 24% 27% 6% 3% 1% 35% 44% 18% 2% 1% 1% Students are caring towards one another. (47) (29) (32) (7) (3) (1) (50) (62) (25) (3) (1) (1) School administrators are responsive to questions 240/6 8% 3% 3% 54M 27% 13% 1% 1% 1% and concerns. (29) (9) (4) (4) (81) (38) (19) (1) (1) (2) M 0 34% 22% 22% 8% 7% 6% 1% 27% 29% 30% 6% 5% 2% 1% am often involved when changes are planned. (41) (26) (26) (10) (8) (7) (1) (38) (41) (43) (9) (7) (3) (1) 0 a) 34% 13% 27% 12% 5% 6% 3% 25% 29% 27% 10% 6% 2% 1% p1 am involved in determining organizational goals. (41) (16) (32) (14) (6) (7) (3) (36) (41) (38) (14) (8) (3) (2) 0 36% 14% 25% 13% 3% 6% 2% 29% 30% 27% 6% 4% 2% 1% I am involved in creating our vision of the future. 43 (17) (30) (16) (4) (7) (2) (41) (43) (38) (9) (6) (3) (2) City of Aventura Comm issi on: 2021-2022 Fa I 1 & 2022-2023 Fa I I Staff Survey Comparii son App- • 2021-2022 2022-2023 Fall Fall a� a� o Q a� o Q a� Q 0 Y Q 0 Y Q o z Q z o 0 0 o 0 E 0 o E 0 0 cn 0 E — cn 0 E — 0 0 Cn I Cn I would recommend working at this school to a 10% 2% 2% 3% 1% ° 5% 1% 1% 2% � friend. ) (12) (2) (2) (4) (1) (7) (2) (1) (3) M 0 J I am happy working at this school. 22% 9% 3% 2% 1% 6 27% 7% 1% 1% (26) (11) (3) (2) (1) ( (38) (10) (2) (2) � 25% 12% 2% 1% 1% 5 3 2% 1% 3% The school's environment is conducive to learning. (30) (14) (2) (1) (1) (3) (2) (4) Ln 0 0 17% 6% 1% 1% 15% 1% 1% 1% feel safe working at this school. (20) (7) (1) (1) (21) (2) (1) (1) City of Aventura Commission: 2022-2022 Fa I 1 & 2022-2023 Fa I I Student Survey Comparii son App- • 2021-2022 2022-2023 Fall Fall 0 0 o Q n n3 ° o Q cn Q) M ° Y Q +-+ 0 Y -kI O 0� O 6 z E Q 6 z E o o E o 0 n o — n o N — 0 N 0 am excited about going to my 21% 24% 30% 70% 7% 8% 3% 15% 29% 9% 7% 6% 3% school. (73) (85) (104) (23) (26) (28) (11) (205) (390) (41 (118) (97) (79) (37) I am focused on the activities in 24% 22% 3% 5% 2% 2% 22% 39% 27% 7% 2% 1% 1% 4- Eclass. (83) 6) (78) (12) (16) (8) (7) (298) (528) (360i (92) (29) (15) (16) M (O 411111111 w I am excited to attend the 19% 21% 30% 14% 6% 7% 4% 15% 27% 33° 12% 8% 4% 1% classes at my school. (65) (74) (105) (48) (21) (23) (14) (198) (361) (442 (157) (102) (58) (20) 1 often talk about ideas from 15% 18% 31% 9% 7% 12% 7% 14% 22% 26% 13% 12% 8% 5% my classes outside of my (53) (62) (109) (33) (25) (42) (26) (188) (297) (350) (176) (154) (107) (66) school. My teachers provide class work 32% 38% 21% 3% 2% 2% 3% 31% 18% 4% 2% 1% 1% that is academically (111) (134) (72) (10) (7) (6) (10) (244) (52) (25) (13) (16) challenging. I use technology at my school 53% 34% 8% 1% 2% 0% 1% 49% 8% 2% 1% 1% 1% to learn and collaborate on 186) (120) (28) (4) (6) (1) (5) (109) (24) (9) (11) (8) projects and assignments. V C (6 N 30% 11% 2% 2% 3% 7% 39° 14% 3% 1% 1% 4% ry My teachers believe can learn. (160) (105) (37) (8) (7) (9) (24) (193) (39) (15) (16) (58) i O ry -o The school rules are applied 35% 22% 17% 7% 7% 9% 2% 31% 26% 16% 8% 7% 10% 2% T equally to all students. (124) (78) (58) (25) (26) (32) (7) (4� (351) (214) (103) (95) (133) (33) +-I o- Lu I feel that students of different 0 32% 11% 4% 2% 3% 3% 4 ° 12% 4% 3% 2% 3% races or ethnicities get along at (160) (111) (37) (14) (7) (9) (1-2) ( (167) (59) (37) (32) (46) my school. My school provides No instructional materials 25% 16% 5% 6% 5% 5% 32% 33% 18% 6% 3% 2% 5% (textbooks,workbooks etc.) (89) (57) (17) (22) (19) (19) 29) ° (444) (245) (77) (44) (29) (70) that reflect different cultures. 34% 38% 13% 6% 2% 3% 4% 18% 4% 3% 2% 3% feel socially accepted. (118) (134) (45) (22) (7) (11) (13) (237) (51) (40) (28) (43) C6 a There is an adult in my life who 18% 5% 1% 1% 2% 2% 7% 23% 6% 1% 0% 1% 2% cares about me. (62) (19) (3) (2) (7) (7) 93) (306) (86) (11) (5) (11) (26) N N Students respect each other at 23% 25% 27% 11% 5% 8% 3% 19% 27% 27% 13% 7% 6% 2% 0 this school. (79) (86) (93) (37) (18) (28) (9) (259) (359) (356) (168) (93) (75) (28) City of Aventura Commission: 2022-2022 Fa I 1 & 2022-2023 Fa I I Student Survey Comparii son App- • 2021-2022 2022-2023 Fall Fall 0 0 o Q n n3 ° o Q cn Q) M ° Y Q +-+ 0 Y -kI T L n3 �, 6) 0 � O 0� O 6 z E Q 6 z o E o o E o 0 V) W c6 I feel like I am a part of this 35% 31% 18% 7% 3% 3% 3% 2° 19% 7% 3% 3% 2% U) school. (121) (108) (63) (24) (12) (10) (12) (260) (90) (45) (35) (26) a There is at least one adult at 42% 22% 13% 4% 5% 9% 4% 40% 22% 14% 6% 6% 6% 5% my school who knows me well. 48 (77) (46) (15) (16) (33) (15) ( � (296) (193) (81) (82) (79) (67) V (6 Homework/class assignment 35% 30% 18% 6% 2% 3% 5% 9% 35% 19% ■ 6% 4% 4% 3% cD help is available to me if I need (121) (105) (64) (22) (7) (12) (19) 392) (473) (259) (85) (47) (47) (35) it. My teachers encourage me to 31% 41% 14% 4% 3% 3% 5% 32% 38% 20% ■ 4% 2% 1% 3% set academic goals. (107) (144) (50) (13) (11) (9) (16) 427) (504) (262) (58) (33) (19) (35) rn I am involved in setting my 39% 39% 11% 4% 3% 1% 3% 35% 17% 3% 2% 1% 2% academic goals. (39) (13) (11) (5) (9) (34) (27) (12) (29) 0 V o My teachers are responsive to 28% 36% 21% 6% 2% 4% 3% 5% 3% 2% 2% my questions and concerns. (99) (125) (74) (22) (7) (14) (9) ( (68) (37) (27) (24) O J 7 ■ At my school,my opinion seems 25% 22% 20% 11% 6% 10% 6% 22% 24% 11% 6% 8% 5% to count. (88) (78) (70) (37) (22) (34) (21) (292) (320) W( 9) (150) (85) (109) (63) I would recommend my school 35% 30% 12% 6% 5% 5% 7% 36% 18% 5% 4% 5% 3% to a friend. (124) (106) (41) (22) (16) (18) (23) (4M (243) (69) (58) (72) (35) m T O J 32% 28% 23% 5% 3% 6% 3% 31% 22% 7% 4% 3% 2% 1 am happy at this school (97) (81) (19) (11) (20) (11) (289) (90) (53) (46) (25) kh 31% 13% 3% 1% 2% 2% 11% 3% 1% 2% 1% feel safe at this school Ai (45) (9) (3) (6) (6) (153) (45) (18) (21) (16) n3 04 o � � 0 My school is a friendly 38% 31% 18% 7% 2% 2% 2% 32% 35% 19% 6% 3% 2% 1% environment for students, (133) (110) (62) (26) (6) (7) (6) (432) (474) (260) (84) (38) (30) (20) parents and families. CITY OF AVENTURA FINANCE DEPARTMENT MEMORANDUM TO: City Commission acting in its capacity as the Governing Board for the Aventura City of Excellence School (ACES) and City Commission acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS) FROM: Ronald J. Wasson, City Manager 6�_ BY: Melissa Cruz, Finance Director N�L DATE: January 13, 2023 SUBJECT: Referendum Settlement Distribution Plan for Teachers and Safety Staff at Aventura City of Excellence School ("ACES") and Don Soffer Aventura High School ("DSAHS") January 19, 2023 ACES Governing Board Meeting Agenda Item January 19, 2023 DSAHS Governing Board Meeting Agenda Item RECOMMENDATION It is recommended that the Governing Board approve the attached Referendum settlement distribution plan as detailed in Exhibit A. BACKGROUND On November 8, 2018, Miami-Dade County voters approved a referendum that provided funding to increase teacher's salaries. Unfortunately, the funds were improperly withheld from Charter Schools. Despite this withholding, in fiscal years 2020/21 and 2021/22, ACES and DSAHS paid a referendum stipend in an effort to retain staff. On August 25, 2022, Charter Schools were informed that they will begin receiving the funding from the referendum that passed in 2018, in November 2022 for fiscal year 2022/23. And on November 11 , 2022, a settlement agreement was signed to provide ACES and DSAHS $2,700,000 for the referendum funding that was withheld for the 3 fiscal years, 2019/20 through 2021/22. According to the agreement, the $2,700,000 must be allocated as follows: 88% - Teachers and Instructional Personnel 12% - School Safety and Security Personnel 1 City Staff determined the stipends and police officer salaries paid by the City in FY 2019/20 through FY 2021/22 totaled $932,161 . This amount will be reimbursed and returned to the City. The principals at both schools created a model to distribute the remainder of the settlement ($1 ,767,839) to all teachers and safety personnel. The settlement distribution rules are as follows: - All settlement distributions are for teachers and safety personnel who worked during fiscal years 2019/20 through 2021/22. - Each employee will receive a set amount for every year they worked between FY 2019/20 — FY 2021/22. - If an employee was hired within the first semester or before, they will receive the full annual stipend. - If an employee was hired within the second semester, they will receive half of the annual stipend. - Stipend payments will be made in 2 lump sum amounts: o 1 st will be processed shortly after the payout plan is approved by the ACES and DSAHS Governing Boards. 0 2nd payment will be processed in the first payroll after the end of the school year, June 30, 2023. - Distributions are for employees who are active at the time of the payout. The model determined the following amounts will be distributed: Instructional Stipend per teacher per year $ 8,078.40 Safety/Security Stipend per employee per year $ 719.06 Please see Exhibit A for the calculation detail. 2 EXHIBIT A City of Aventura Summary of Referendum Stipend Settlement payout 2023 Settlement Amount $ 2,700,000 Allocation for Teachers $ 2,376,000 88% Allocation for Safety/Security $ 324,000 120 by the City Paid through School T e FY 2019-20 FY 2020-21 FY 2021-22 6/30/2022 ACES Instructional - 209,605 222,364 431,969 ACES Safety/Security Safety/Security 10,235 5,808 16,043 DSAHS Instructional 70,168 116,810 186,978 DSAHS Safet /Securit - Total 1 1 $ - $ 290,008 $ 344,982 $ 634,990 Police Off icer Salaries paid by the City(net of Safety grant) Paid through School FY 2019-20 FY 2020-21 FY 2021-22 6/30/2022 ACES 26,861 26,393 33,425 86,680 DSAHS 81,899 69,257 59,335 210,492 Total $ 108,760 $ 95,651 $ 92,760 $ 297,171 Settlement funds less total stipends and police officer salaries paid by the City $ 1,767,839 Funds remaining for distribution-Instructional $ 1,757,053 a Funds remaining for distribution-Safety/Security Safety/Security $ 10,786 c Employees,Current Active • • school Total coudforSchool T e FY 2019-20 FY 2020-21 FY 2021-22 Years ACES Instructional 46.5 56 71.5 b ACES Safet /Securit 3 3 3 c DSAHS Instructional 23 14 6.5 b DSAHS Safet /Securit 2 2 2 c Total 74.5 75 83 Instructional Stipend per teacher per year 1 $ 8,078.40 =a/sum of b Safety/Security Stipend per employee per year 1 $ 719.06 =c/sum of d ,Estimated payout by school Total count for School Type FY 2019-20 FY 2020-21 FY 2021-22 Years 1-3 ACES Instructional $ 375,646 $ 452,391 $ 577,606 $ 1,405,642 ACES Safety/Security 2,157 2,157 2,157 6,472 DSAHS Instructional 185,803 113,098 52,510 351,411 DSAHS Safety/Security 1,438 1,438 1,438 4,314 Total I $ 565,044 1 $ 569,084 1 $ 633,711 1 $ 1,767,839 DON SOFFER -1 AVENTURA H I H SCHOOL January 10, 2023 Ron Wasson, City Manager Wasson R@CityofAventu ra.Com Dear Mr. Wasson, I am seeking DSAHS Governing Board approval for our faculty's proposed plan to distribute the $115,528 bonus A+ School Recognition Funds which DSAHS was awarded for earning an "A" in 2022. The Florida Department of Education requires traditional public high schools to have the advisory board, in this case our Governing Board, and school faculty agree upon a spending plan prior to distribution of the funds. Here is the process through which this proposal was approved by our faculty: A committee of teachers prepared and presented three spending proposals to our staff. The preferred proposal was identified and 93%voted in favor of forwarding this proposal to our Governing Board: Proposed A+ School Recognition Funds Spending Plan: The $115,528 will be distributed to 2021-2022 staff members who worked at least 18 weeks during the school year. Staff members who are no longer working at DSAHS must notify Ms. Campbell, DSHS School Operations Administrator, no later than January 31, 2023 in order to receive their share of the distribution. The amount received will depend on the position held, in accordance with this table: Position Portion Value Range Full time teachers, Athletic Director, Administrators, College 1 Unit $2,836-$2,924 Specialist, ESE Coordinator, Counselor Office Staff, Part Time Enrollment Assistant .5 Unit $1,418-$1,462 Cafeteria Staff, Facilities Staff, Nurse, Permanent Subs, Staff .25 Unit $709-$731 who between % and % of the year. Thank you for your assistance with this process. Sincerely, Dr. G McKee, Principal 3151 Northeast 213 Street Office: 786-481-3032 Aventura, FL 3318o :: _:, :' .� AventuraCharterHS.Org 4,/ C HARTER SCHOOLS USA I . I Effective Date: 2022-2025 SBR 6A-5.030 2 Purpose The purpose of this document is to provide the district with a template for its instructional personnel evaluation system that addresses the requirements of Section 1012.34, Florida Statutes (F.S.), and Rule 6A-5.030, Florida Administrative Code (F.A.C.). This template, Form ]EST- 2017, is incorporated by reference in Rule 6A-5.030, F.A.C., effective April 2018. Instructions Each of the sections within the evaluation system template provides specific directions but does not limit the amount of space or information that can be added to fit the needs of the district. Where documentation or evidence is required, copies of the source documents (e.g., rubrics, policies and procedures, observation instruments) shall be provided at the end of the document as appendices in accordance with the Table of Contents. Before submitting, ensure the document is titled and paginated. Submission Upon completion, the district shall email this form and any required supporting documentation as a Microsoft Word document for submission to DistrictEvalSysEQ@fldoe.org. Modifications to an approved evaluation system may be made by the district at any time. Substantial revisions shall be submitted for approval, in accordance with Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 3 Table of Contents Part I: Evaluation System Overview ......................................................................................... 4 Part II: Evaluation System Requirements ................................................................................ 4 PartIII: Evaluation Procedures ................................................................................................ 7 PartIV: Evaluation Criteria ...................................................................................................... 8 A. Instructional Practice .................................................................................................... 8 B. Other Indicators of Performance ................................................................................ 12 C. Performance of Students ............................................................................................ 12 D. Summative Rating Calculation .................................................................................. 14 Appendices ................................................................................................................................. 16 Appendix A—Evaluation Framework Crosswalk .......................................................... 16 Appendix B —Observation Instruments for Classroom Teachers .................................. 18 Appendix C—Observation Instruments for Non-Classroom Instructional Personnel .... 19 Appendix D— Student Performance Measures ............................................................... 20 Appendix E— Summative Evaluation Forms .................................................................. 21 Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 4 Part I: Evaluation System Overview In Part I, the district shall describe the purpose and provide a high-level summary of the instructional personnel evaluation system. The Charter Schools USA Instructional Evaluation System is a comprehensive, multi-component assessment of a teacher's instructional practice and professional growth, and the academic growth of their students. Instructional practice and professional growth have the largest impact on a teacher's score (55%) with Student performance (growth) accounting for 45% of the final evaluation. Part II: Evaluation System Requirements In Part 11,, the district shall provide assurance that its instructional personnel evaluation system meets each requirement established in section 1012.34, E.S., below by checking the respective box. School districts should be prepared to provide evidence of these assurances upon request. System Framework El The evaluation system framework is based on sound educational principles and contemporary research in effective educational practices. ❑ The observation instrument(s)to be used for classroom teachers include indicators based on each of the Florida Educator Accomplished Practices (FEAPs) adopted by the State Board of Education. ❑ The observation instrument(s)to be used for non-classroom instructional personnel include indicators based on each of the FEAPs, and may include specific job expectations related to student support. Training ❑ The district provides training programs and has processes that ensure ➢ Employees subject to an evaluation system are informed of the evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place; and ➢ Individuals with evaluation responsibilities and those who provide input toward evaluations understand the proper use of the evaluation criteria and procedures. Data Inclusion and Reporting ❑ The district provides instructional personnel the opportunity to review their class rosters for accuracy and to correct any mistakes. ❑ The district school superintendent annually reports accurate class rosters for the purpose of calculating district and statewide student performance, and the evaluation results of instructional personnel. ❑ The district may provide opportunities for parents to provide input into performance evaluations, when the district determines such input is appropriate. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 5 Evaluation Procedures ❑ The district's system ensures all instructional personnel, classroom and non-classroom, are evaluated at least once a year. ❑ The district's system ensures all newly hired classroom teachers are observed and evaluated at least twice in the first year of teaching in the district. Each evaluation must include indicators of student performance; instructional practice; and any other indicators of performance, if applicable. ❑ The district's system identifies teaching fields for which special evaluation procedures or criteria are necessary, if applicable. ❑ The district's evaluation procedures comply with the following statutory requirements in accordance with section 1012.34, F.S.: ➢ The evaluator must be the individual responsible for supervising the employee; the evaluator may consider input from other personnel trained on the evaluation system. ➢ The evaluator must provide timely feedback to the employee that supports the improvement of professional skills. ➢ The evaluator must submit a written report to the employee no later than 10 days after the evaluation takes place. ➢ The evaluator must discuss the written evaluation report with the employee. ➢ The employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file. ➢ The evaluator must submit a written report of the evaluation to the district school superintendent for the purpose of reviewing the employee's contract. ➢ The evaluator may amend an evaluation based upon assessment data from the current school year if the data becomes available within 90 days of the end of the school year. Use of Results ❑ The district has procedures for how evaluation results will be used to inform the ➢ Planning of professional development; and ➢ Development of school and district improvement plans. ❑ The district's system ensures instructional personnel who have been evaluated as less than effective are required to participate in specific professional development programs, pursuant to section 1012.98(10), F.S. Notifications ❑ The district has procedures for the notification of unsatisfactory performance that comply with the requirements outlined in Section 1012.34(4), F.S. ❑ The district school superintendent shall annually notify the Department of Education of any instructional personnel who ➢ Receive two consecutive unsatisfactory evaluation ratings; or ➢ Are given written notice by the district of intent to terminate or not renew their employment, as outlined in section 1012.34(5), F.S. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 6 District Self-Monitoring ❑ The district has a process for monitoring implementation of its evaluation system that enables it to determine the following: ➢ Compliance with the requirements of section 1012.34, F.S., and Rule 6A-5.030, F.A.C.; ➢ Evaluators' understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability; ➢ Evaluators provide necessary and timely feedback to employees being evaluated; ➢ Evaluators follow district policies and procedures in the implementation of evaluation system(s); ➢ Use of evaluation data to identify individual professional development; and, ➢ Use of evaluation data to inform school and district improvement plans. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 Part III: Evaluation Procedures In Part 11, the district shall provide the following information regarding the observation and evaluation of instructional personnel. The following tables are provided for convenience and may be customized to accommodate local evaluation procedures. 1. Pursuant to section 1012.34(3)(b), F.S., all personnel must be fully informed of the criteria, data sources, methodologies, and procedures associated with the evaluation process before the evaluation takes place. In the table below, describe when and how the following instructional personnel groups are informed of the criteria, data sources, methodologies, and procedures associated with the evaluation process: classroom teachers, non-classroom teachers, newly hired classroom teachers, and teachers hired after the beginning of the school year. PersonnelInstructional When Personnel i i i i Informed Returning Teacher Classroom and Orientation (RTO) Face to face delivery of materials and content, Non-Classroom virtual, on demand training, handouts, emails and on- Teachers — 1 week prior to site professional development. school starting Newly Hired New TeacherFace to face delivery of materials and content, Classroom Induction (NTI)— virtual, on demand training, handouts, emails and on- Teachers 2-3 weeks prior to site professional development. school starting Mid-year NTI and/or New Face to face delivery of materials and content, Late Hires Teacher virtual, on demand training, handouts, emails and on- Onboarding— site professional development. within 90 days of hire date 2. Pursuant to section 1012.34(3)(a), F.S., an observation must be conducted for each employee at least once a year, except that a classroom teacher who is newly hired by the district school board must be observed at least twice in the first year of teaching in the school district. In the table below, describe when and how many observations take place for the following instructional personnel groups: classroom teachers, non-classroom teachers, newly hired classroom teachers, and teachers hired after the beginning of the school year. Number of When Observations Occur When Observation Results are Observations i i i Personnel All Classroom and Non-Classroom Instructional staff members,hired before or after the beginning of the r Frequency can Frequency of non-evaluative range from observations is differentiated by Immediately in the online evaluation weekly to a teacher needs, as determined by platform. minimum of deliberate practice plans, student data quarterly. and other informal observations. 3. Pursuant to section 1012.34(3)(a), F.S., a performance evaluation must be conducted for each employee at least once a year, except that a classroom teacher who is newly hired by the district school board must be evaluated at least twice in the first year of teaching in the Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 8 school district. In the table below, describe when and how many summative evaluations are conducted for the following instructional personnel groups: classroom teachers, non- classroom teachers, newly hired classroom teachers, and teachers hired after the beginning of the school year. ResultsInstructionar Number of When Evaluation EvaluationsPersonnel When Evaluations Occur i to Personnel Group For all Classroom and Non-Classroom Instructional Staff Members End-Year evaluation: In one- Teachers End-Year evaluation: on-one conferences between returning to the 1 Annually in the spring of staff member and the school building from each year prior to the last the prior year day of school leadership team, prior to the end of the school year. All new teachers to the profession, Baseline evaluation: Prior Baseline evaluation: In one- state of Florida, to January 20th or within a on-one conferences between Charter Schools 90-day period from hire staff member and the school USA and/or the date, whichever is later. leadership team. school building. 2 *This is also End-Year evaluation: End-Year evaluation: : In encouraged Annually in the spring of one-on-one conferences when buildings each year prior to the last between staff member and the have a new day of school. school leadership team. leader Part IV: Evaluation Criteria A. Instructional Practice In this section, the district shall provide the following information regarding the instructional practice data that will be included for instructional personnel evaluations. 1. Pursuant to section 1012.34(3)(a)2., F.S., at least one-third of the evaluation must be based upon instructional practice. At Charter Schools USA, instructional practice accounts for 55% of the instructional personnel performance evaluation. 2. Description of the step-by-step calculation for determining the instructional practice rating for classroom and non-classroom instructional personnel, including cut points for differentiating performance. The instructional practice component of the IES, 55% of the final evaluation, is comprised of two tools; the Teacher Feedback and Evaluation Tool (35%) and a teacher's Deliberate Practice Plan (20%). The TFET — Evaluating core effective practices and instructional strategies Evaluative and non-evaluative versions of the Teacher Feedback and Evaluation Tool (TFET)are based on the research of Robert J.Marzano,with connections to the Florida Educator Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 9 Accomplished Practices (FEAPs), and the State of Florida-adopted Marzano Evaluation Model. Specifically, the research base for the TFET includes: • Marzano, Robert J. What Works in Schools: Translating Research into Action. Arlington, Virginia: Association for Supervision and Curriculum Development, 2003, 2013. • Marzano, Robert J. The Art and Science of Teaching. Arlington, Virginia: Association for Supervision and Curriculum Development, 2007. • Marzano,Robert J. et.al. Classroom Instruction that Works:Research-Based Strategies for Increasing Student Achievement. Upper Saddle River,New Jersey: Prentice Hall, 2004. • Marzano, Robert J. et.al. Classroom Management That Works:Research-Based Strategies for Every Teacher. Upper Saddle River, New Jersey: Prentice Hall, 2008. • Marzano, Robert J. Classroom Assessment & Grading that Work. Arlington, Virginia: Association for Supervision and Curriculum Development, 2006. The TFET is first organized by nine domains that incorporate strategies and behaviors observed both inside and outside of the classroom. Additionally, it supports Charter Schools USA's(CSUSA)continuous improvement framework which balances both traditional educational priorities as was as the unique challenges of charter schools.. Talent Development is one of nine Strategic Priority areas that work cohesively to drive student success,the outcome core to CSUSA schools. These priority areas, working in tandem, ensure that the energies, abilities, and specific knowledge of all employees throughout the school and the organization are focused on improving the quality of services required to increase student academic performance and foster student learning. Student Success(All segments of Inside the Classroom, and Planning and Preparing) constitutes 76% or, a majority, of the TFET. In its entirety, the TFET will be used as an annual evaluative assessment of classroom and non-classroom' full time instructional staff member performance and will constitute 35% of the final summative evaluation. The TFET will also be chunked into smaller non-evaluative segments(see below)to be used throughout the year to provide ongoing instructor feedback and inform the planning of professional development and the development of school and CSUSA-wide improvement plans(rule 6A- 5.030.(3).(d).1.d). The TFET informs teachers and school leaders on appropriate deliberate practice goals, please see the Deliberate Practice Plan section below. Segments and weighting of the TFET (evaluative weighting): Domain Indicators Well-Managed Learning Environment 3 9% Equitable Learning Environment 5 15% High Expectations Learning Environment 2 6% Supportive Learning Environment 3 9% Active Learning Environment 3 9% Progress Monitoring& Feedback Learning Environment 2 6% Planning& Preparing Learning Environment 4 12% Data-Driven Instruction Learning Environment 3 10% For non-classroom teachers, school leaders will use their discretion as to which elements apply and how,to a teacher's unique role in the building.Elements will be eliminated entirely in the most extreme circumstances. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 10 Operational Performance 8 24% • Inside of the Classroom (76%) o Well-Managed Learning Environment o Equitable Learning Environment o High Expectations Environment o Supportive Learning Environment o Active Learning Environment o Progress Monitoring and Feedback o Planning and Preparing Learning Environment o Data-driven Instruction Learning Environment • Outside of the Classroom (24%) Operational Performance To ensure the integrity of the system and inter-rater reliability, all evaluators will utilize a common rubric,participate in professional development, and use a common core of effective practices. The alignment outlined above will be used for both evaluative and non-evaluative observations ensuring consistent, clear, and specific feedback to teachers throughout the year and on their end-year evaluative TFET. Scoring the TFET (Final) The process to assign a final TFET score and rating is as follows: • Step 1: Rate observed elements at each of the following levels: Innovating (4), Applying (3), Developing (2), Beginning (1), Not Using (0) or Not Observed (no value given). • Step 2: Average the indicator scores for each domain. • Step 3: Calculate the weighted average of the 9 TFET domain scores and place the resulting score on the TFET scale below. Please see Segments and weighting of the TFET above. The final TFET ra ing scale is as follows: Highly Effective Effective Needs Improvement/ Unsatisfactory Developing 3.5-4.0 2.5-3.49 1.5-2.49 1.0-1.49 All observation results will be calculated electronically via the School's instructional improvement system, a process that will be overseen by the School's management company's Human Resources Department, and with final approval by the School's principal. The TFETs final rating scale is designed to maintain a high level of rigor in instructional practice. The scale used for the final combined evaluation is more aligned with state staff evaluation trends. Additional details of the evaluation process and evaluation protocols can be found below in sections 5 and 6. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 11 DPP — Deliberate Practice Plan: Instructional staff professional goals setting The deliberate practice score is the second element in the instructional practice component of the Teacher Evaluation System and will account for 20% of a teacher's final rating. All teachers will identify three TFET indicators to focus on and develop throughout the year. Each selected element will become a goal in the teacher's Deliberate Practice Plan(DPP). The DPP will be created, reviewed and monitored collaboratively with the school leadership team. The school leadership team evaluates growth on each of the three goals. The annual baseline values are determined by the prior year TFET score, or Baseline TFET in the case of a new teacher. Growth from the baseline to end-year TFET is determined by the table below. The final DPP score is the average of all three goals' growth scores. For example, a teacher whose growth scores were 3, 3, and 2 would receive a DPP score of 2.6. This final score is place on the same rating scale as the final TFET score. Thus a DPP of 2.6 is "Effective." DevelopingHighly Effective (4) Effective (3) Grows 4 levels Grows 3 levels Grows 2 level Grows 1 level Achieves no growth or grows to or grows to or grows to or grows to or scores Innovating Applying Developing Beginning Not Using B. Other Indicators of Performance In this section, the district shall provide the following information regarding any other indicators of performance that will be included for instructional personnel evaluations. 1. Pursuant to section 1012.34(3)(a)4., F.S., up to one-third of the evaluation may be based upon other indicators of performance. At Charter Schools USA, other indicators of performance account for 0% of the instructional personnel performance evaluation. 2. Description of additional performance indicators, if applicable. 3. Description of the step-by-step calculation for determining the other indicators of performance rating for classroom and non-classroom instructional personnel, including cut points for differentiating performance. C. Performance of Students In this section, the district shallprovide the following information regarding the student performance data that will be included for instructional personnel evaluations. 1. Pursuant to section 1012.34(3)(a)l.,F.S., at least-one third of the performance evaluation must be based upon data and indicators of student performance, as determined by each school All new teachers will receive a Baseline TFET evaluation to drive DPP goals and baseline scores after their 90 days. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 12 district. This portion of the evaluation must include growth or achievement data of the teacher's students over the course of at least three years. If less than three years of data are available, the years for which data are available must be used. Additionally, this proportion may be determined by instructional assignment. At Charter Schools USA, performance of students accounts for 45% of the instructional personnel performance evaluation. 2. Description of the step-by-step calculation for determining the student performance rating for classroom and non-classroom instructional personnel, including cut points for differentiating performance. Student Performance Measures For the term of this plan (2022-2025), historical student growth on nationally normed assessments will be utilized (Northwest Evaluation Association's Measures of Academic ProgressNWEA MAP, or Curriculum Associates' i-Ready Diagnostic Assessment) as a measure of Student Performance. Student Assessments The School will base 45%of the overall performance rating on data and indicators of student academic performance and learning growth assessed annually by nationally normed assessments. Growth for students with disabilities and English language learners will be incorporated per the specifications of Florida statute. For all full-time instructional staff members in roles, grades— including "newly hired" teachers, the School, pursuant to Florida Statute 1012.34, section 7 (b), will utilize three years of nationally normed growth data in math and ELA. Growth ratings will be assigned according to normative growth trends and across both math and ELA for a teacher's students. All students in grades K-10 are monitored and assessed at least two times per year with MAP or i-Ready. These nationally normed, interim assessments, measure student achievement and growth in ELA and mathematics. Assessments are aligned to the Florida Standards Assessment as well as college and career readiness standards (ACT/SAT—MAP Only). At all grade levels MAP/i- Ready assessments are adaptive and computer-based. They also provide audio support for beginning readers. After each MAP/i-Ready administration, each student receives a scale score growth target for normative/typical growth. These targets are provided by the vendors and represent the status (percentile) and growth norms drawn from over 5 million students' assessment results nationwide. A student's grade and instructional level impact their projected growth target. Students in the same grade, but at different achievement percentiles/levels, receive growth targets tailored to their ability level and the average growth achieved nationwide by students in the same grade and scoring at the same percentile/level at the beginning of the year. Each spring, MAP/i-Ready calculates the total percentage of students meeting their typical growth targets using the following equation: Percentage of Students who Met or Exceeded their Projected RIT/Typical Growth Target = Count of Students who Met or Exceeded their Projected RIT/Typical Growth Target Count of Students with Available Growth Projections and Scores Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 13 When this value exceeds 50%, average student growth, exceeds that of typical students nationwide.' Three years of ratings will be used when valid and reliable data are available,with the most recent year carrying the most weight. Preliminary value ratings associated with performance on this metric are presented in the table below. These values are subject to change pending the schools' distribution of growth scores and updates to the normative distributions from NWEA and Curriculum Associates. % of Students Meeting RIT/Typical Growth Targets' <20% 2 - Needs Improvement 20% -40% 41% - 54% >_ 55% For any staff member that has a school-wide impact, the School,pursuant to Florida Statute 1012.34, section 7 (b), will utilize the school-wide student learning growth (student growth measure) in math and ELA. The school-wide student learning growth measure for full-time instructional staff members without personal MAP/i-Ready data,will be measured by aggregate school-wide growth in math and ELA. Roster Validation Procedures —Each school will use the processes and procedures required by CSUSA as well as the district procedure to verify and align class rosters with district systems for the analysis of VAM scores. D. Summative Rating Calculation In this section, the district shall provide the following information regarding the calculation of summative evaluation ratings for instructional personnel. 1. Description of the step-by-step calculation for determining the summative rating for classroom and non-classroom instructional personnel. 2. Pursuant to section 1012.34(2)(e), F.S., the evaluation system for instructional personnel must differentiate across four levels of performance. Using the district's calculation methods and cut scores described above in sections A— C, illustrate how a fourth-grade teacher and a ninth grade English language arts teacher can earn a highly effective and an unsatisfactory summative performance rating respectively. s If NWEA growth data is not available for a teacher,the school leader will determine the most appropriate measure of student achievement or growth relative to the teacher's curriculum and instruction. Kindergarten teachers will be evaluated using winter to spring growth norms, per the recommendation of the Northwest Evaluation Association. Teachers of 11' and 12' grade students may be evaluated by their students' achievement on College and Career Readiness benchmarks and/or graduation eligibility when MAP/i-Ready growth data is not available. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 14 TES Evaluation Criteria The TES evaluation criteria will be based on three years (when available') of student academic growth, and current year instructional practice. The Teacher Feedback and Evaluation Tool(TFET)and Deliberate Practice Plan(DPP)comprise the Instructional Practice component. Final Evaluation weighting 5 The metrics used to determine the final TES rating, along with each metric's weight in the final rating, are as follows: • Student Academic Performance: o Student Performance Measure: 45% • Instructional Practice: o Teacher Feedback Evaluation Tool (TFET) Score: 35% o Deliberate Practice Plan (DPP) Score: 20% Details of the scoring and evaluation of teacher performance on Student Performance Measures, the TFET and the DPP are presented above in sections 1, 2 and 3 respectively. Once Student Performance, TFET and DPP scores (1-4) are determined, they are combined according to the weighting above and assigned a rating based on the scale below:' Highly Effective Effective Needs Improvement/ Unsatisfactory Developing 3.05 -4.00 1.65 -3.04 1.15 - 1.64 0.75 - 1.14 The distinction between Needs Improvement and Developing is relative to the staff member's verifiable years of experience. Per rule 6A-5.030.(3).(d).l.c.(VII) the school may also amend an evaluation based upon assessment data from the current school year if the data becomes available within ninety(90) days after the close of the school year. 'For full time instructional staff members with less than 3 years of data,years available will be used.Please see section C.Student Performance Measures,for details on instructional staff members without student growth results. s Pursuant to Florida statute 1012.01(3)(a). e CSUSA may adjust this scale in any year where there is a significant misalignment(defined as more than+/-7%difference) between the distribution of CSUSA teachers and the state as a whole for any final performance rating category relative to the prior year. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 15 Appendix A- Evaluation Framework Crosswalk In Appendix A, the district shall include a crosswalk of the district's evaluation framework to each of the Florida Educator Accomplished Practices (FEAPs). Alignment to the Florida Educator Accomplished Practices Practice Evaluation Indicators 1.Instructional Design and Lesson Planning Applying concepts from human development and learning theories, the effective educator consistently: a. Aligns instruction with state-adopted standards at the appropriate level of rigor, 10, 19 b. Sequences lessons and concepts to ensure coherence and required prior knowledge, 12,19 c. Designs instruction for students to achieve mastery, 9, 10, 12, 17-23 d. Selects appropriate formative assessments to monitor learning, 23, 24 e. Uses diagnostic student data to plan lessons;and, 23, 24 f. Develops learning experiences that require students to demonstrate a variety of 10, 16, 19-22 applicable skills and competencies. 2. The Learning Environment To maintain a student-centered learning environment that is safe,organized, equitable,flexible,inclusive,and collaborative, the effective educator consistently: a. Organizes,allocates,and manages the resources of time,space,and attention, 2, 3, 4 b. Manages individual and class behaviors through a well-planned management system, 3, 5, 27 c. Conveys high expectations to all students, 8, 9, 10, 11, 18, 31 d. Respects students'cultural linguistic and family background, 6, 7, 13 e. Models clear,acceptable oral and written communication skills, 10, 14, 18, 25 f. Maintains a climate of openness,inquiry,fairness and support, 1, 4, 5, 6, 7, 8, 11, 12, 13 g. Integrates current information and communication technologies, 15, 22 h. Adapts the learning environment to accommodate the differing needs and diversity of 4-8 students,and i. Utilizes current and emerging assistive technologies that enable students to participate 15, 22 in high-quality communication interactions and achieve their educational goals. 3.Instructional Delivery and Facilitation The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: a. Deliver engaging and challenging lessons, 91 10, 11, b. Deepen and enrich students'understanding through content area literacy strategies, 7 14 21 verbalization of thought,and application of the subject matter, c. Identify gaps in students' subject matter knowledge, 23, 24 d. Modify instruction to respond to preconceptions or misconceptions, 11, 12, 17, 23, 24 e. Relate and integrate the subject matter with other disciplines and life experiences, 7, 19, 21, f. Employ higher-order questioning techniques, 9, 10, 16, 21 g. Apply varied instructional strategies and resources,including appropriate technology, 10, 16, 17, 21, 23 to provide comprehensible instruction,and to teach for student understanding, h. Differentiate instruction based on an assessment of student learning needs and $ 10 12, 23 recognition of individual differences in students, i. Support,encourage,and provide immediate and specific feedback to students to 8, 9, 11, 13, 17, 18 promote student achievement, j. Utilize student feedback to monitor instructional needs and to adjust instruction. 23, 24 Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 16 4.Assessment The effective educator consistently: a. Analyzes and applies data from multiple assessments and measures to diagnose students'learning needs,informs instruction based on those needs,and drives the 9, 17, 23 learning process, b. Designs and aligns formative and summative assessments that match learning 17, 23, objectives and lead to mastery, c. Uses a variety of assessment tools to monitor student progress,achievement and 9 17, 23, 24 learning gains, d. Modifies assessments and testing conditions to accommodate learning styles and 8 12, 17, 23 varying levels of knowledge; e. Shares the importance and outcomes of student assessment data with the student and 18, 24 the student's parent/caregiver(s);and, f. Applies technology to organize and integrate assessment information. 23, 24, 26 5. Continuous Professional Improvement The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness of instruction 25, 32, based on students'needs, b. Examines and uses data-informed research to improve instruction and student 21, 23, 32 achievement, c. Uses a variety of data,independently,and in collaboration with colleagues,to evaluate learning outcomes,adjust planning and continuously improve the effectiveness of the 9, 17, 18, 25, 32, 33 lessons, d. Collaborates with the home,school and larger communities to foster communication 8 24, 28, 30, 31, 33 and to support student learning and continuous improvement, e. Engages in targeted professional growth opportunities and reflective practices;and, 32, 33 f. Implements knowledge and skills learned in professional development in the teaching 21, 23, 25, 32, 33 and learning process. 6.Professional Responsibility and Ethical Conduct Understanding that educators are held to a high moral standard in a community,the effective educator: a. Adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida,pursuant to Rules 6A-10.080 and 6A-10.081,F.A.C., 27, 29, 30, 31,33 and fulfills the expected obligations to students,the public and the education profession. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 N O ~ �✓ } 11 O i Ur C C L O O [� O O CL � fA N u co c O 0 t O O � c v •L o c Z Z f6 0 w � � v v 0 m E p i U o O L a O CL L "a N Q 7 Q- U U z 0 OCd U C H m � 7 ti b. >�" h0 'u Cd ++ >, > C LO U N N N U N u O � � m N L ++ •C L C U v 0 0 N p Zt L t ++ O N Q v U u L O H CL j U o U O 0 u >, O 0 N C�j • >i N m U " 0 to "a O CU �� v�i >, c0 C Ln U h0 .L N U N Ln N a) Q p 'L v �F �p M O U `� ++ L O U N N t L L L1 to a) M > U Q- L -a O t U N N 0 � c U i.w O cn U u i � to to b.0 0 No L to 00 C N to U O Cd �, O O > ,.y N U ++ '>, nw "a 0 0 C L ++ 7 ^O CO c Q 7 C t�if N .a t�if m LJ p O O Q L > 00 ao L n -0 U O C' C�j t N U E +' co L c U C N N v� (6 (6 m O N ,n (O CL +U+ a C Q E a +a+ N CC W W °1„ E o a c Q CL 0 � O C C f0 N O .a io O O >i cLo 0 >' N O -0 •� 0 a�'i s= coo Q : N v "' o v °1 > 0 A p U N O �n 7 co w., 'n + �' Cd Cd ~ O N a W ti m W W 00 > N v � > C L O Oo •� c � N W v„ O 0 t �I > C N ,� O z O ns = L O w z _CA O a0 t 'a c t O Q L x CL - 0 � U c H m O G� v b.0 > cd + c 0 U U N LL)- N O U N c O � U m 0 0 0 O O v a 0 O H 0 v o � � v � U C�j O w "a c M U N 0 U >, to O O two N O _ 'Q a) +w+ m U +L+ h0 "a a••� O ti O N tiro `° H a) �, U n O U ++ L O U N N F+I t L L a) to N M > bA 0 m a 0 o u U a; a, (O "a U V Z c i ti � � � u o v L � "� f� a� � +� •� o � v v o 00 O O C 7 C t�if O O w N O a) .0 U O O O Q L O bD L Ln , v ° C�j t N U E U C N N L v� �i G7 f0 (�6 (O O to m I I O N CL +�+ two C O_ o ti W W O N coo D a, � H U 00 V) vj N m L Q O +�+ ns U N O c c f0 N W O O ° '� Oo N .O O 0 Q 7 N kW U "a C 0 0 °° L v�i `—' E E '� '� Ci, � T• � �, C � �, c0 L � E v 0 v > o A + Appendix D — Student Performance Measures In Appendix D, the district shall provide the list of assessments and the performance standards that will apply to the assessment results to be used for calculating the performance of students assigned to instructional personnel. The following table is provided for convenience; other ways of displaying information are acceptable. Student Performance Measures Teaching Assignment Assessment(s) Performance Standard(s) Grades K-12 Northwest Evaluation The percent of a teacher's students (including non-classroom Association's Measures of meeting their customized instructional personnel) Academic Progress: Math and normative growth targets in Math, ELA or iReady (K-8) ELA and/or Science from the fall to the spring. Non-Classroom Northwest Evaluation The percent of a teacher's students Instructional Association's Measures of meeting their customized Personnel Academic Progress: Math and normative growth targets in Math, ELA ELA and/or science from the fall to the spring. Effective Date: 2022-2025 SBR 6A-5.030 Form IEST 2018 20 Appendix E — Summative Evaluation Forms In Appendix E, the district shall include the summative evaluation forms) to be used for instructional personnel. TFET Score Summary Example •.a�e n Irhe[.eY,anse warlYg,w,pr,in,pur 5r p,a„vket,us, A J Regalar obery wn B: 00:00 ATM. n.ui ngnr Yes lee rm.a,naaensapeg,e.nw.enwa. a.a s.ere, s.a.cF.av n- ��oeiiume •N�.>drrc.c0 , v O W v 0D3 M]OC�OO�v O v O W 0M B I Y = +1—[lib O I I:: Im uWIYm e'aYYsd�nanssllowo+®I Domain 1:Well Mon dleaM Erntrawnnt 1IeY>tit I1Y1�. ��+>�>mota®�rvr�sufm,I��Hvrxwal� -_- .. -... - _. ...-_rntentl s:udrns teacM1er interatbns'na Pes nve clossroorn tlimte-MaR As-vice Mcr4, —1" bVr^e9 a OMa Appb," Yq wregy ws appepm.a+e eer..a,.anw meneanp..w e,en. mlkm.rbuu Mew w9Y rnpeywle wsteonnr use of nYlr wed tlYs wrotep me IresinOOwcea.��ag evq •.spaewgm nrag9 agdnuwdverc_, sneri rg ecenwl ee erarwq��e�Ocn � wrewpl rcrmed VSRrdents nstNcvagltmers amttttM-Mv4 As-Nev Maks rw<e neu»w mats CnrpeAGe klol 9 BsWrrW DW�q „PAI/. M.oeotYq 0 YeYI Y ' rcr�gyi.rclw w+w,Fr.ntaM Nwotlurbd �.r-...a:rde rmmtorui sne sooeaa.insert rd kro.wuseme wmagY� .Yn wed en - run urwse�r9 orr I,YYwg M.vsrnui0,mv.w wrua9s0 (Auu`nY a.�nro+wr.pior orY uewpY Mto tMw nb w� .nag 9ra9 nunay.r�l impeetr eu suewp� reugY se ueenes ys DPP Score Summary Sandbox.CCA-Deliberate Practice Plan o nee rcemrm.a�arvms,n�.arces ❑sr.Fr:re..mwniwn�Ns YEr�t..ra�ew�.E Final Scoring Example Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 21 CFind Evaluatee v Dashboards Report Support USA Docs Utikilies Where is...? ® You have a ticket response waiting for you in your Support Tickets List A J - Teachers - FL Location: Charter School Assigned Evoluotor(s):J (Primary),D This document has not been viewed by the staff member View Full POF - Delete Finalization • (v.2021) Evaluation Endlng Jun Finalization Worksheet Empbyee Effectiveness Rubric: Not Yet 35.0% Not Yet Click Here to Calculate EER Assigned Assigned Deliberate Practice Plan: 0.00 20.0% 0.00 Student Performance Measure: 0.00 45.0% 0.00 1 11 3.05 to 4.00 Highly Effective 1,65 to 3.04 Effective 1.15 to 1.64 Needs Improvement/Developing less than 1.15 Unsatisfactory Final Evaluator Comments Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018 14.10 4P%� CHARTER SCHOOLS ,**442 L J Ev - Updated R L J [Month 2 Purpose The purpose of this document is to provide the district with a template for its school administrator evaluation system that addresses the requirements of Section 1012.34, Florida Statutes (F.S.), and Rule 6A-5.030, Florida Administrative Code (F.A.C.). This template, Form AEST-2017, is incorporated by reference in Rule 6A-5.030, F.A.C., effective April 2018. Instructions Each of the sections within the evaluation system template provides specific directions, but does not limit the amount of space or information that can be added to fit the needs of the district. Where documentation or evidence is required, copies of the source documents (e.g., rubrics, policies and procedures, observation instruments) shall be provided at the end of the document as appendices in accordance with the Table of Contents. Before submitting, ensure the document is titled and paginated. Submission Upon completion, the district shall email this form and any required supporting documentation as a Microsoft Word document for submission to DistrictEvalSysEQ@fldoe.org. Modifications to an approved evaluation system may be made by the district at any time. Substantial revisions shall be submitted for approval, in accordance with Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 3 Table of Contents Part I: Evaluation System Overview ......................................................................................... 4 Part II: Evaluation System Requirements ................................................................................ 4 PartIII: Evaluation Procedures ................................................................................................ 6 PartIV: Evaluation Criteria ...................................................................................................... 7 A. Instructional Leadership ............................................................................................... 7 B. Other Indicators of Performance ................................................................................ 13 C. Performance of Students ............................................................................................ 13 D. Summative Rating Calculation .................................................................................. 15 Appendices ................................................................................................................................. 17 Appendix A—Evaluation Framework Crosswalk .......................................................... 17 Appendix B —Observation Instruments for School Administrators ............................... 21 Appendix C — Student Performance Measures ................................................................ 29 Appendix D— Summative Evaluation Forms ................................................................. 30 Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 4 Part I: Evaluation System Overview In Part I, the district shall describe the purpose and provide a high-level summary of the school administrator evaluation system. The Charter Schools USA Administrator Evaluation System is a comprehensive, multi- component assessment of a Leader's instructional leadership and the academic growth of their School. Instructional Leadership has the largest impact on a Leader's score- 55%, with Student performance (growth) accounting for 45% of the final evaluation. Part II: Evaluation System Requirements In Part 11,, the district shall provide assurance that its school administrator evaluation system meets each requirement established in section 1012.34, E.S., below by checking the respective box. School districts should be prepared to provide evidence of these assurances upon request. System Framework ❑ The evaluation system framework is based on sound educational principles and contemporary research in effective educational practices. ❑ The observation instrument(s)to be used for school administrators include indicators based on each of the Florida Principal Leadership Standards (FPLSs) adopted by the State Board of Education. Training ❑ The district provides training programs and has processes that ensure: ➢ Employees subject to an evaluation system are informed of the evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place; and ➢ Individuals with evaluation responsibilities and those who provide input toward evaluations understand the proper use of the evaluation criteria and procedures. Data Inclusion and Reporting ❑ The district may provide opportunities for parents and instructional personnel to provide input into performance evaluations, when the district determines such input is appropriate. Evaluation Procedures ❑ The district's system ensures all school administrators are evaluated at least once a year. ❑ The district's evaluation procedures comply with the following statutory requirements in accordance with section 1012.34, F.S.: ➢ The evaluator must be the individual responsible for supervising the employee; the evaluator may consider input from other personnel trained on the evaluation system. ➢ The evaluator must provide timely feedback to the employee that supports the improvement of professional skills. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 5 ➢ The evaluator must submit a written report to the employee no later than 10 days after the evaluation takes place. ➢ The evaluator must discuss the written evaluation report with the employee. ➢ The employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file. ➢ The evaluator must submit a written report of the evaluation to the district school superintendent for the purpose of reviewing the employee's contract. ➢ The evaluator may amend an evaluation based upon assessment data from the current school year if the data becomes available within 90 days of the end of the school year. Use of Results ❑ The district has procedures for how evaluation results will be used to inform the ➢ Planning of professional development; and ➢ Development of school and district improvement plans. ❑ The district's system ensures school administrators who have been evaluated as less than effective are required to participate in specific professional development programs, pursuant to section 1012.98(10), F.S. Notifications ❑ The district has procedures for the notification of unsatisfactory performance that comply with the requirements outlined in Section 1012.34(4), F.S. ❑ The district school superintendent shall annually notify the Department of Education of any school administrators who ➢ Receive two consecutive unsatisfactory evaluation ratings; or ➢ Are given written notice by the district of intent to terminate or not renew their employment, as outlined in section 1012.34(5), F.S. District Self-Monitoring ❑ The district has a process for monitoring implementation of its evaluation system that enables it to determine the following: ➢ Compliance with the requirements of section 1012.34, F.S., and Rule 6A-5.030, F.A.C.; ➢ Evaluators' understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability; ➢ Evaluators provide necessary and timely feedback to employees being evaluated; ➢ Evaluators follow district policies and procedures in the implementation of evaluation system(s); ➢ Use of evaluation data to identify individual professional development; and, ➢ Use of evaluation data to inform school and district improvement plans. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 6 Part III: Evaluation Procedures In Partlll, the district shall provide the following information regarding the observation and evaluation of school administrators. The following tables are provided for convenience and may be customized to accommodate local evaluation procedures. 1. Pursuant to section 1012.34(3)(b), F.S., all personnel must be fully informed of the criteria, data sources, methodologies, and procedures associated with the evaluation process before the evaluation takes place. In the table below, describe when and how school administrators are informed of the criteria, data sources, methodologies, and procedures associated with the evaluation process. Personneli When Personnel i of i are Infonned Administrators will be informed of the criteria, data Annually in June sources, methodologies, and procedures associated School and October. As with the evaluation process during the annual Administrators well as ongoing leadership conferences held in June and in October. training monthly. There will be ongoing maintenance training throughout the year at monthly leadership meetings. New and Late hires will be informed of the criteria, New and Late data sources, methodologies, and procedures Hires: October, associated with the evaluation process at the New and Late Hires January, June. National Leadership Conference in October or Or as needed via onboarding training in January or at the National online training. Leadership Conference in June. Online training will be available as needed. 2. Pursuant to section 1012.34(3)(a)3., F.S., evaluation criteria for instructional leadership must include indicators based upon each of the FPLSs adopted by the State Board of Education. In the table below, describe when and how evidence of demonstration of the FPLSs is collected. Personnel When Evidence Method(s)of Collection Group is Collected Frequency can range from weekly to a minimum of Ongoing observations and feedback through formal quarterly. Leaders notification and face to face follow-up. Acceptable Existing School are differentiated p Administrators by needs, as forms of communication include, but are not limited as well as New to—Personnel Action Form, Improvement Plans, and Late Hires determined by LPE tool, email, verbal feedback or one on one deliberate practice professional development. plans, student data and other informal observations. 3. Pursuant to section 1012.34(3)(a), F.S., a performance evaluation must be conducted for each employee at least once a year. In the table below, describe when and how many summative evaluations are conducted for school administrators. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 7 Personnel Number of ' Occurns Evaluation GroupWhen Evaluatii i to Personnel End-Year evaluation: In School End-Year evaluation: one-on-one conferences Administrators as Annually in the spring of between staff member and well as New and 1 each year prior to the last the school leadership team, Late Hires day of school prior to the end of the school year. Part IV: Evaluation Criteria A. Instructional Leadership In this section, the district shall provide the following information regarding the instructional leadership data that will be included for school administrator evaluations. 1. Pursuant to section 1012.34(3)(a)3., F.S., at least one-third of the evaluation must be based upon instructional leadership. In County, instructional leadership accounts for % of the school administrator performance evaluation. 2. Description of the step-by-step calculation for determining the instructional leadership rating for school administrators, including cut points for differentiating performance. Leadership Performance Evaluation The Charter Schools USA family of schools has developed the Principal Evaluation System for 2015-16 and beyond with the ultimate goal of increasing student learning growth by improving the quality of instructional, administrative and supervisory services. Fifty-five percent(55%)of the LES will be comprised of the Leader Performance Evaluation (LPE)instrument which is based on the research of Robert J. Marzano and clearly connects to the Florida Principal Leadership Standards and the standards of the National Association of Elementary School Principals. Specifically, the research base for the LPE includes: Leadership Assessment • Marzano, Robert J. et.al. School Leadership that Works. Arlington, Virginia: Association for Supervision and Curriculum Development, 2005 • Marzano, Robert J. and Timothy Waters. District Leadership that Works. Bloomington, Indiana: Solution Tree Press, 2009 • Maxwell, John The 21 Irrefutable Laws of Leadership. Nashville, Tennessee: Thomas Nelson, Inc. 2007 Leading Faculty Development for Instructional Improvement • Marzano, Robert J. What Works in Schools: Translating Research into Action. Arlington, Virginia: Association for Supervision and Curriculum Development, 2003 Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 8 • Marzano, Robert J. The Art and Science of Teaching. Arlington, Virginia: Association for Supervision and Curriculum Development, 2007 • Marzano, Robert J. et.al. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Upper Saddle River, New Jersey: Prentice Hall, 2004 • Marzano, Robert J. et.al. Classroom Management That Works: Research-Based Strategies for Every Teacher. Upper Saddle River,New Jersey: Prentice Hall, 2008 • Marzano, Robert J. Classroom Assessment & Grading that Work. Arlington, Virginia: Association for Supervision and Curriculum Development, 2006 The Leader Evaluation System (LES) for all school administrators is based on sound educational principles and contemporary research in effective educational practices. (See the reference list previously cited.) Primarily consisting of the research of Robert J. Marzano and aligned to the Florida Leadership Principal Standards, the LPE is designed to draw on and incorporate educational leadership practices, including the 21 responsibilities of a school leader, the precepts of continuous improvement and others developed from Marzano's 35 years of research. These educational best practices are the foundation for the 119 elements within the LPE that measure administrator proficiency on the host of skills and tasks necessary to lead a school, its faculty and students, to success in improving student performance. Instructional Leadership Evaluation Framework Leader Performance Evaluation With domains organized according to the 5 strategic priorities1. Student Success, 2. Maximized Resources, 3. Development and Innovation, 4. Customer Focused Operational Performance and 5. World Class Team and Culture—the LPE's evaluation criteria reflect the comprehensive range of instructional leadership practices expected of each CSUSA principal and a balanced approach to quality and continuous improvement based on Robert S. Kaplan and David P. Norton's The Balanced Scorecard(1996). The 5 strategic priorities represent CSUSA's approach to addressing the unique challenges of charter schools, and to ensuring that the energies, abilities, and specific knowledge of all employees throughout the school and the organization are focused on improving the quality of services needed to increase student learning growth. These priorities are also aligned to the domains of the Marzano Teacher Evaluation Model, recognizing that school leaders are the drivers of effective instruction in a building: • Academic Excellence/ Student Success (29 Elements 24% of LPE): An unwavering focus on implementing CSUSA's research-based Educational Model based on Marzano's research. o Domain 1: Student Achievement* o Domain 2: Instructional Leadership o Domain 4: Professional and Ethical Behavior* • Culture of Excellence/ World Class Team and Culture (41 Elements 35% of LPE): The intangible quality that inspires team members to volunteer their best every day, commits to their professional growth, and maximizes their effectiveness to increase student learning. It is also the component that supports team members in finding satisfaction and meaning in their work. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 9 o Domain 2: Instructional Leadership o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior • Financial Health/Maximized Resources (11 Elements 9% of LPE): A commitment to sound business practices to ensure financial viability and the ability of the school to invest in educational programs and resources to increase student learning growth. o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior • Growth/Development and Innovation(5 Elements 4% of LPE): The unique challenges of a charter school to create and meet enrollment demands, which form the basis for the school's financial health. o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior • Customer Focused Operational Performance(33 Elements 28% of LPE): The school- wide efforts to ensure a safe and orderly environment and the secure maintenance of student records. o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior Included in the alignment with CSUSA 5 strategic priority areas, the LPE addresses the statutory requirement that performance measures emphasize principal proficiency in recruiting and retaining effective teachers, improving the effectiveness of teachers, removing ineffective teachers, measures related to the effectiveness of classroom teachers in the school, the administrator's appropriate use of evaluation criteria and procedures, and other leadership practices that result in student learning growth. The indicators are based on evidence of leadership practice and include the following: • Recruiting and Retention of* Effective and Highly Effective Teachers: The indicators that address these areas follow, along with a description of what each leader will be rated on: 0 67-70— These indicators address following hiring guidelines that include: ■ Using salary worksheets, requisitions and approval process for staffing positions, as well as ensuring proper certifications and education before extending offers ■ Working with Charter Schools USA's Education Team to ensure the best staffing configuration to support school success ■ Working within budget constraints ■ Helping recruit for other schools in the network 0 76-81 — These indicators focus on following guidelines for Compensation Management and Staff Recognition, including: ■ Supporting and advocating pay for performance ■ Facilitating staff understanding of benefits ■ Finding ways to make staff feel appreciated ■ Fairly allocates incentive bonuses based on performance Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 10 0 87 - Looking to encourage and develop people. ■ The latter is evidenced by the leader's use of recognition programs within the school, as well as programs to build up staff—such as staff meals, celebrations and the encouragement to participate in the Leading Edge leadership development program 0 97-98—These indicators rate the leader on Followership and positive relations with staff. ■ Staff s public support of school leaders ■ The leader's understanding that good leaders require good followers ■ Staff does not criticize school leadership to peers, parents or students ■ Staff raises concerns to appropriate leaders at appropriate times • Addressing Ineffective Teachers: Leader practices in addressing ineffective teachers are targeted by the following indicators: o 63-66 — These indicators rate the leader on following guidelines for Human Resources as follows: ■ Adherence to Human Resources policies ■ Following progressive discipline guidelines, including maintaining appropriate documentation ■ Reaching out to HR appropriately to address sensitive HR matters ■ Ability to be called on to help support peers in sensitive or difficult HR matters ■ These elements include evidence that when requesting to dismiss an employee, the leader has appropriate documentation in place; and that the leader does not terminate without HR involvement and contacts HR on sensitive matters prior to taking action • Improvement in the Percentage of*Instructional Personnel Rated as Highly Effective and Effective Indicators rate on the leaders' as follows: o 72-74 These indicators rate the leader on the following criteria: ■ Conducting regular classroom and building walk through ■ Maintenance of appropriate performance documentation ■ Ensuring bi —annual TFET for all new teaching hires, annual for returning teachers and evaluations are completed for all staff in a timely manner • *High Effect Size Indicators: High Effect Size indicators focus on feedback practices, facilitating professional learning, clear goals and expectations, instructional resources, high effect size strategies and instructional initiatives. They are incorporated in the Leader Performance Evaluation (LPE)in the following indicators: Feedback Practices: 3, 4, 6, 9-11, 15, 20, 95, 96 o Facilitating Professional Learning: 23-29, 71, 96, 104-118 o Clear Goals and Expectations: 7, 8, 71, 76, 77, 83, 96, 115 o Instructional Resources: 85, 88, 96, 104-109 o High Effect Size Strategies: 10, 79-81, 87, 91- 96 o Instructional Initiatives Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 11 ■ Monitoring Text Complexity: 1, 4, 5, 29, 96 ■ Interventions: 1, 4, 6, 29, 96 ■ Instructional Adaptations: 3, 8, 9, 55, 59, 93, 96 ■ ESOL Strategies: 3, 9, 11, 20, 31 The LPE is also 100% in alignment with the Florida Principal Leadership Standards and includes indicators that reflect the following: • The Effectiveness of*Classroom Teachers in the School. All the elements within the Academic Excellence section address effectiveness of teachers. The indicator numbers and what each leader is rated on follows: o 1-29 - A range of performance, including: ■ Involvement in the design and implementation of curriculum and instruction ■ Ensuring colleagues, faculty and staff are aware of the most current theories and practices and making the discussion of these a regular aspect of the school's culture ■ Establishing clear academic goals for the entire school and keeping those goals in the forefront of the school's attention ■ Monitoring and evaluating the effectiveness of teacher instructional practices and their impact on student learning ■ Designing improvement plans based on benchmark data ■ Providing timely and specific feedback to teachers,including on high effect size strategies ■ Managing the organization, operations and facilities to provide faculty with quality resources and time for professional learning • The administrator's appropriate use of* evaluation criteria procedures. Elements in the Performance Planning and Review section. rate a leader's evaluation of staff members, including: o 71-75- These indicators address the following criteria: ■ Ensuring that staff Deliberate Practice Plans are completed and align to school wide goals ■ Performance of regular classroom and building walkthroughs ■ Maintenance of appropriate performance documentation ■ Conducting bi-annual evaluative Teacher Feedback Evaluation Tool (TFET) reviews for all new teaching hires and annual for returning teachers Evaluation Rating Criteria-Rating Labels The evaluator will utilize four comprehensive rating labels that will ultimately translate to the four labels required by Florida statutes. The scale is as follows: • Level 4: Innovating (example: The leader has a deep understanding of instruction and assessment and innovates school wide strategies. The leader recognizes accomplishments and acknowledges failures while motivating continuous improvement) Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 12 • Level 3:Applying(example: The leader has a solid understanding of instruction and assessment and regularly monitors and evaluates effective instructional school practices and ensures it impacts student achievement.) • Level 2: Developing (example: The leader has been in a leadership role for more than three years and has a basic understanding of instruction and assessment but struggles with implementation and monitoring the effectiveness of academic goals.) • Level 1: Beginning(example: The leader has been in a leadership role for three years or less and has a basic understanding of instruction and assessment but struggles with implementation and monitoring the effectiveness of academic goals.) • Level 0:Not Using(ex. Leader demonstrates little or no evidence of involvement in instruction and assessment) Rubrics and weighting scales The 119 elements in the LPE have been grouped by CSUSA's 5 strategic priority areas: 1. Student Success, 2. Maximized Resources, 3. Development and Innovation, 4. Customer Focused Operational Performance and 5. World Class Team and Culture to ensure a balanced approach to continuous improvement throughout the School. To summarize, the Domains of the 5 strategic priorities align to the 4 Domains of the Florida Principal Leadership Standards (FPLS) as follows: • Student Success (29 elements, 24% of LPE) 4 FPLS Domains 1, 2 & 4 • World Class team and Culture (41 elements, 35% of LPE) 4FPLS Domains 2, 3 & 4 • Maximized Resources (11 elements, 9% of LPE) 4 FPLS Domain 3 & 4 • Development and Innovation (5 elements, 4% of LPE) 4 FPLS Domain 3 & 4 • Customer Focused Operational Performance (33 elements, 28% of LPE) 4FPLS Domain3 & 4 The LPE elements are weighted by the percentage shown above and incorporate the wide range of responsibilities that fall within the principal's realm that are ultimately calculated to measure the instructional leadership portion of the evaluation. Final weights will be determined by the number of elements receiving a score of 0-4, Not Observed ratings will be excluded from the weighting determination. Comnutation of Final LPE Score: • Step 1: Rate observed elements at each of the following levels: Innovating (4), Applying (3), Developing (2), Beginning (1), Not Using (0) or Not Observed (no value given). • Step 2: Find the average score for each of the 5 LPE Priority Area segments. *These segment ratings will range from I to 4. • Step 3: Calculate the weighted average of the 5 LPE segment scores and place the resulting score, ranging from one to four, on the LPE scale below. Please see Rubrics and weighting scales of the LPE above for segment weights. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 13 The final LPE rating scale is as follows: Highly Effective Effective Needs Improvement/ Unsatisfactory Developing 3.5 —4.0 2.5 — 3.49 1.5 —2.49 1.0— 1.49 All observation results will be calculated and overseen by Charter Schools USA's Human Resources Department, and with final approval by the leader's Area Director. CSUSA Area Directors are responsible for completing all Principal Evaluations, the principal will complete assistant principal evaluations and the principal and assistant principal will complete all other leadership evaluations in the building. The LPE tool's final rating scale is designed to maintain a high level of rigor in a leader's instructional leadership evaluation. The scale used for the final combined evaluation is more aligned with state staff evaluation trends. Additional details of the evaluation process and evaluation protocols can be found below in subsequent sections. B. Other Indicators of Performance In this section, the district shall provide the following information regarding any other indicators of performance that will be included for school administrator evaluations. 1. Pursuant to section 1012.34(3)(a)4., F.S., up to one-third of the evaluation may be based upon other indicators of performance. At Charter Schools USA, other indicators of performance account for 0% of the school administrator performance evaluation. 2. Description of additional performance indicators, if applicable. 3. Description of the step-by-step calculation for determining the other indicators of performance rating for school administrators, including cut points for differentiating performance. C. Performance of Students In this section, the district shallprovide the following information regarding the student performance data that will be included for school administrator evaluations. 1. Pursuant to section 1012.34(3)(a)l.,F.S., at least one-third of the performance evaluation must be based upon data and indicators of student performance, as determined by each school district. This portion of the evaluation must include growth or achievement data of the administrator's school(s) over the course of at least three years. If less than three years of data are available, the years for which data are available must be used. Additionally, this proportion may be determined by administrative responsibilities. At Charter Schools USA, performance of students accounts for 45% of the school administrator performance evaluation. 2. Description of the step-by-step calculation for determining the student performance rating for school administrators, including cut points for differentiating performance. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 14 Student Performance Measures For the term of this plan (2018-2021), historical student growth on nationally normed assessments will be utilized (Northwest Evaluation Association's Measures of Academic Progress—NWEA MAP)as a measure of Student Performance. The school will base 45 percent of the performance rating on data and indicators of student academic performance and learning growth assessed annually by internal, nationally normed MAP assessments. Growth for students with disabilities and English language learners are incorporated when scores are available. Growth ratings will be assigned according to normative growth trends and across both math and ELA for all tested students in the school building. All students K-10 are monitored and assessed at least two times per year with MAP; students in grades 11 and 12 at least once per year. These nationally normed, interim assessments, measure student achievement and growth in ELA and mathematics. MAP assessments are aligned to the Florida Standards Assessment as well as college and career readiness standards (ACT/SAT). At all grade levels MAP assessments are adaptive and computer-based. They also provide audio support for beginning readers. After each MAP administration, each student receives a RIT (scale score) growth target. These targets are provided by NWEA and represent the status (percentile)and growth norms drawn from over 10 million students' assessment results nationwide annually. A student's grade and instructional level impact their projected growth target. Students in the same grade,but at different achievement percentiles, receive growth targets tailored to their ability level and the average growth achieved nationwide by students in the same grade and scoring at the same percentile at the beginning of the year. Each spring, on the Achievement Status and Growth Report, NWEA calculates the total percentage of students meeting their RIT growth targets school-wide and for each class, grade level and subject using the following equation: Percentage of Students who Met or Exceeded their Projected RIT= Count of Students who Met or Exceeded their Projected RIT Count of Students with Available Growth Projections and Scores When this value exceeds 50%, average student growth, exceeds that of typical students nationwide.' Three years of ratings will be used when available, with the most recent year carrying the most weight. Preliminary value ratings associated with performance on this metric are presented in the table below. These values are subject to change pending the schools' distribution of growth scores and updates to the normative distributions from NWEA. %of Students Meeting RIT Growth Targets' 14111036111 <20% 2 - Needs Improvement 20% -40% 41% - 54% >_ 55% If NWEA growth data is not available for a teacher,the school leader will determine the most appropriate measure of student achievement or growth relative to the teacher's curriculum and instruction. Kindergarten teachers will be evaluated using winter to spring growth norms, per the recommendation of the Northwest Evaluation Association. Teachers of I I'and 12'grade students will be evaluated on the progress their students make on College and Career Readiness benchmarks—progress on MAP relative to NWEA's ACT and SAT linking studies. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 15 Roster Validation Procedures —Each school will use the processes and procedures required by CSUSA as well as the district procedure to verify and align class rosters with district systems for the analysis of VAM scores. D. Summative Rating Calculation In this section, the district shall provide the following information regarding the calculation of summative evaluation ratings for school administrators. 1. Description of the step-by-step calculation for determining the summative rating for school administrators. 2. Pursuant to section 1012.34(2)(e), F.S., the evaluation system for school administrators must differentiate across four levels of performance. Using the district's calculation methods and cut scores described above in sections A—C, illustrate how an elementary principal and a high school principal can earn a highly effective and an unsatisfactory summative performance rating respectively. LES Evaluation Criteria The LES evaluation criteria will be based on three years (when available 2) of student academic growth, and current year instructional practice. The Leader Performance Evaluation (LPE) and Leader Growth Plan (LGP) comprise the Instructional Practice component. Final Evaluation weighting 3 The metrics used to determine the final LES rating, along with each metric's weight in the final rating, are as follows: • Student Academic Performance: o Student Performance Measure: 45% • Instructional Practice: o Leader Performance Evaluation (LPE) Score: 55% Details of the scoring and evaluation of leader performance on Student Performance Measures and the LPE are presented above in sections 1, and 2 respectively. Once Student Performance and LPE scores (1-4) are determined, they are combined according to the weighting above and assigned a final rating based on the scale below: Highly Effective Effective Needs Improvement/ Unsatisfactory Developing 3.05 —4.00 1.65 —3.04 1.15 — 1.64 1.00 — 1.14 All evaluation results will be calculated and overseen by Charter Schools USA's Human For leaders with less than 3 years of data,years available will be used.Please see section C.Performance of Students,for details. a Pursuant to Florida statute 10 12.0 1(3)(a). Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 16 Resources Department, and with final determination by the leader's State Director,Area Director, Charter Schools USA's Senior Vice President of Education and Chief of schools, all of whom supervise school leaders. CSUSA State and Area Directors of Education are responsible for completing all Principal Evaluations, the principal will complete assistant principal evaluations and the principal and assistant principal will complete all other leadership evaluations in the building. Per rule 6A-5.030.(3).(d).l.c.(VII) the school may amend an evaluation based upon assessment data from the current school year if the data becomes available within ninety(90)days after the close of the school year. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 17 Appendix A- Evaluation Framework Crosswalk In Appendix A, the district shall include a crosswalk of the district's evaluation framework to each of the Florida Principal Leadership Standards (FPLSs). The abbreviations used are as follows: • SS - Student Success • OP- Customer Focused Operational Performance • WC-World Class Team and Culture • MR-Maximized Resources • DI-Development and Innovation Alignment to the Florida Principal Leadership Standards Practice Evaluation Indicators Domain 1: Student Achievement 1. Student Learning Results Effective school leaders achieve results on the school's student learning goals. a. The school's learning goals are based on the state's adopted student academic SS-1,4,6-8,29 standards and the district's adopted curricula,and, b. Student learning results are evidenced by the student performance and growth on SS -7, 8,29 statewide assessments;district-determined assessments that are implemented by the district under Section 1008.22,F.S.;international assessments;and other indicators of student success adopted by the district and state. 2. Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. SS-2, 16,23,24,28 a. Enables faculty and staff to work as a system focused on student learning, WC-83; MR- 110 b. Maintains a school climate that supports student engagement in learning, SS-2, 10, 16,22,23,28 WC-82, 86, 89 c. Generates high expectations for learning growth by all students;and, WC-83 d. Engages faculty and staff in efforts to close learning performance gaps among student SS-6-9,20 subgroups within the school. Domain 2: Instructional Leadership 3.Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum and state standards, effective instructional practices,student learning needs and assessments. a. Implements the Florida Educator Accomplished Practices as described in Rule 6A- SS -5 5.065,F.A.C.,through a common language of instruction, b. Engages in data analysis for instructional planning and improvement; SS-3, 8,9, 11,20 OP-55,56, 59,60 c. Communicates the relationships among academic standards,effective instruction,and SS-1,4-8,10, 11,26,27,29; student performance, WC-83 d. Implements the district's adopted curricula and state's adopted academic standards in a SS-1, 5,8,27 manner that is rigorous and culturally relevant to the students and school;and, OP-47,48 e. Ensures the appropriate use of high quality formative and interim assessments aligned SS-1,6,8 with the adopted standards and curricula. 4.Faculty Development Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 18 Alignment to the Florida Principal Leadership Standards Practice Evaluation Indicators Effective school leaders recruit,retain and develop an effective and diverse faculty and staff. a. Generates a focus on student and professional learning in the school that is clearly SS—3,7,8, 10, 16,22,23, linked to the system-wide strategic objectives and the school improvement plan; 28,29; WC-87 b. Evaluates,monitors,and provides timely feedback to faculty on the effectiveness of SS—3, 8,9, 11,20 instruction, WC-87 c. Employs a faculty with the instructional proficiencies needed for the school population WC-87 served, d. Identifies faculty instructional proficiency needs,including standards-based content, SS—3, 9, 11 research-based pedagogy,data analysis for instructional planning and improvement, WC-87 and the use of instructional technology, e. Implements professional learning that enables faculty to deliver culturally relevant and WC-87 differentiated instruction,and, f. Provides resources and time and engages faculty in effective individual and SS—5, 9,27 collaborative professional learning throughout the school year. WC-87 5.Learning Environment Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida's diverse studentpopulation. a. Maintains a safe,respectful and inclusive student-centered learning environment that SS—17-19,22,29 is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy, b. Recognizes and uses diversity as an asset in the development and implementation of SS- 1 procedures and practices that motivate all students and improve student learning, c. Promotes school and classroom practices that validate and value similarities and SS-3 differences among students, d. Provides recurring monitoring and feedback on the quality of the learning SS-3 environment, OP—47,48,49 e. Initiates and supports continuous improvement processes focused on the students' SS-5 opportunities for success and well-being;and, f. Engages faculty in recognizing and understanding cultural and developmental issues SS—27 related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps. Domain 3: Organizational Leadership Am u 6.Decision Making Effective school leaders employ and monitor a decision-making process that is based on vision,mission and improvement priorities using facts and data. a. Gives priority attention to decisions that impact the quality of student learning and WC—94 teacher proficiency, MR- 114 b. Uses critical thinking and problem solving techniques to define problems and identify SS— 17;OP-37 solutions; WC—93 c. Evaluates decisions for effectiveness,equity,intended and actual outcome, SS-3, implements follow-up actions;and revises as needed, WC—92, d. Empowers others and distributes leadership when appropriate;and, SS— 15, 16,23,26,28 e. Uses effective technology integration to enhance decision making and efficiency WC—63 throughout the school. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 19 7.Leadership Development Effective school leaders actively cultivate,support and develop other leaders within the organization. a. Identifies and cultivates potential and emerging leaders, WC-67,71 b. Provides evidence of delegation and trust in subordinate leaders, SS-26,29 c. Plans for succession management in key positions, WC-69,70 d. Promotes teacher-leadership functions focused on instructional proficiency and student SS-5,26,29 learning;and, e. Develops sustainable and supportive relationships between school leaders,parents, SS SS- 12,25,-69,70 community,higher education and business leaders. WC MR- 113 8. School Management Effective school leaders manage the organization,operations,and facilities in ways that maximize the use of resources to promote a safe, efficient,legal,and effective learning environment. SS-15; OP-30,32,35,39, a. Organizes time,tasks and projects effectively with clear objectives and coherent plans, 44,51, 52,53, 55,56, 57,59, 60 WC-91, 100, 101 b. Establishes appropriate deadlines for him/herself and the entire organization, OP-30,40,62 WC-64, 90, 91, 101 c. Manages schedules,delegates,and allocates resources to promote collegial efforts in OP-33,34 school improvement and faculty development,and, WC-68, 91, 98, 99 MR- 104, 107, 109 OP-31,54 d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional WC-76-78, 85, 91, 94 priorities. MR- 104- 106, 108, 111, 112, 114, 115, 117, 118 9. Communication Effective school leaders practice two-way communications and use appropriate oral,written,and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty,parents,and community. SS- 12, 13 a. Actively listens to and learns from students,staff,parents,and community OP-43,55, 56,58,61,62; stakeholders, WC-66, 81; MR- III b. Recognizes individuals for effective performance, SS- 10; WC-79-81, 97 c. Communicates student expectations and performance information to students,parents, SS SS- 12,21 36,41, 55; and community; - WC-82, 95 SS-12, 13, 14, d. Maintains high visibility at school and in the community and regularly engages OP-35-38, 59 stakeholders in the work of the school, WC-72, 88, 96; MR- 113 ,26 e. Creates opportunities within the school to engage students,faculty,parents,and SS-12, 13, 14,OP-42,55, 56,15 15 community stakeholders in constructive conversations about important school issues. 61 WC-74, 95, 96, 99, 95 SS- 12, 13 f. Utilizes appropriate technologies for communication and collaboration;and, OP-43,45,46; WC-75 g. Ensures faculty receives timely information about student learning requirements, OP-41,46 academic standards,and all other local state and federal administrative requirements WC-65,73, 84 and decisions. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 20 Domain 4: Professional and Ethical Behavior 10.Professional and Ethical Behavior Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the OP—50; Education Profession in Florida,pursuant to Rules 6A-10.080 and 6A-10.081,F.A.C.; DI-102, 103 b. Demonstrates resiliency by staying focused on the school vision and reacting SS— 16,23,28 constructively to the barriers to success that include disagreement and dissent with leadership; c. Demonstrates a commitment to the success of all students,identifying barriers and SS—12, 13; their impact on the well-being of the school,families,and local community; DI- 116 d. Engages in professional learning that improves professional practice in alignment with OP—47; the needs of the school system; G- 119 e. Demonstrates willingness to admit error and learn from it;and, SS—10; DI— 103 f. Demonstrates explicit improvement in specific performance areas based on previous DI- 119 evaluations and formative feedback. Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018 O C b.o O a) m 2) L U) L O O O a) 2. 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O a0i � a � L W L L V L L O U) L d � L Q � N LL O (o O vj N 0 A O L L U L a) d W I L L m IL L m m IL L W W 00 ao 0 N E� O O W y a) L _• � C a N N d a a) C d a a) 0 +� 0 j p co m a) a) m m o vi y 'U O co Lmy >U N 0m U O O > O �O a) mO O 0 � C7 a' m c a o a) 4- U a) 0) Z E Z O + a) Za) a) .° QE � c aC:U) m � v) E c a� U O U a) U 4) U a) a) m 0 0 0 C 0 a) ,N Q Q a) C) OL _ U . . m U Q-t 0 m 0 a) a) CNI cu C EO C UE fnL C o >, E � v) mp a - m a �_ U a) U .V a) L _ d O +U+ � �+ � �.i� d Ua _ 7 � d Ua � o a m � o � � E a- a) m o m m C _ U � 0 = .L (n cn � U a O aj a) m d m 'L m 3 N m m a) .ja 0 voi M d m Q L � > cn p a) U Evi a) roi (O L O U d 0 L j✓ O m 0 L U 0 p o L U m 3 aE � � C7 vi c � C !n a) d o O p U Q Tom! o cn ° in a aa)i L CL L V L E C � Z3 ') a) O fC a) m > p a) 0 E (� C O m aa) Z � U) a o O O E O OCL E EL a) O d CL U .0 E cai� EL cn O m a Q cn o m m CL am a - -mom a � a) m O C .0 ( U > � ate .> 0 rL a � E0) mO _ o a) vi a) m =' o m a) E O m tiro .0 .0 3 C o aa)i 3 m o U 0) va > E � � U C a) L � � > � E O a � 0ui a o > �+ O }o O M ma p s v }6 U mp V � ' U L mo L (n �� L L VI 0) a) m v a) i y v m � L m .m o w o m o N 'O a! mo — a) 0 O ' U t a) o .� a) N v a'� cor �� °) � aa) m < o a) E u 0 o a E O C o m o m o > O E m 3 }' � ._ � � � C7 O E m O L Oa+ d O U m L � m � c m am tm s m - i y i C M a) _ O C m V m C Iq O C 6) c — U E m a) m c m A N m ° W f° m m ° � U E a C a) w m m � c m O Or m o U .m o 3 c m o L fC 0 O) O m m L y LL � � C9ccavn ILo °) °) aEaa � a ILo (D W Appendix C — Student Performance Measures In Appendix C, the district shallprovide the student performance measures to be used for calculating the performance of students for school administrators. Student Performance Measure Grade Levels Served Assessment(s) Performance Standard(s) Grades K-10 Northwest Evaluation The percent of the school's Association's Measures of students meeting their customized Academic Progress: Math and normative growth targets in Math ELA and ELA from the fall to the spring. Grades 11-12 Northwest Evaluation The percent of the school's Association's Measures of students improving their projected Academic Progress: Math and ACT/SAT aligned scores from the ELA prior year. 30 Appendix D — Summative Evaluation Forms In Appendix D, the district shall include the summative evaluation forms) to be used for school administrators. Final Scoring Examples School Leader Unsatisfactory Highly Effective LPE 1.26 Unsatisfactory LPE 2.85 Effective Growth 1.00 Unsatisfactory Growth 4.00 Highly Effective FINAL SCORE 1.09 Unsatisfactory FINAL SCORE 3.34 Highly Effective Example Leader summary page: • 1 C USA Charter Schools USA Leader Evaluation System 2018-2019 School Year Leader Name: School: Position: Submitted to County: Final Score: Final Rating: 55% Instructional Leadership: 45% Student Performance Area Director: Signature: Effective Date: March 2020 SBR 6A-5.030 FORM AEST-2018