1-23-2025 ACES and DSAHS Governing Board Meeting AgendaAVENTURA CITY OF EXCELLENCE SCHOOL AND
DOLT SOFFER AVENTURA HIGH SCHOOL
DON SOFFEn
( AVENTURA
THIGH SCHOOL
REGULAR MEETING AGENDA
January 23, 2025
9:00 a.m.
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 AVENTURA CITY OF EXCELLENCE SCHOOL (ACES) AND
THE DON SOFFER AVENTURA HIGH SCHOOL (DSAHS)
Mayor Howard S. Weinberg, Esq.
Vice Mayor Rachel S. Friedland, Esq.
Commissioner Clifford B. Ain
Commissioner Gustavo Blachman
Commissioner Amit Bloom
Commissioner Paul A. Kruss
Commissioner Cindy Orlinsky
City Manager Bryan Pegues — Governing Board Facilitator
City Clerk Ellisa L. Horvath, MMC
City Attorneys Weiss Serota Helfman Cole & Bierman
Aventura Governing Board Meeting Agenda January 23, 2025
Aventura City of Excellence School and Don Soffer Aventura High School
AVENTURA CITY COMMISSION ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE
AVENTURA CITY OF EXCELLENCE SCHOOL (ACES) AND THE DON SOFFER AVENTURA HIGH
SCHOOL (DSAHS):
1. CALL TO ORDER/ROLL CALL
2. PLEDGE OF ALLEGIANCE
3. SCHOOL UPDATES:
• ACES Principal Ana Melhuish
• DSAHS Principal Dr. Geoff McKee
4. RESOLUTIONS/PUBLIC INPUT:
A. A RESOLUTION OF THE CITY COMMISSION OF THE CITY OF AVENTURA, FLORIDA,
IDENTIFYING NEW MEMBERS OF THE GOVERNING BOARDS OF THE AVENTURA CITY
OF EXCELLENCE SCHOOL AND THE DON SOFFER AVENTURA HIGH SCHOOL AS
REQUIRED BY THE AGREEMENTS BETWEEN THE CITY OF AVENTURAAND THE MIAMI-
DADE COUNTY SCHOOL BOARD; AUTHORIZING THE CITY MANAGER TO DO ALL
THINGS NECESSARY AND PROPER TO CARRY OUT THE AIMS OF THIS RESOLUTION;
AND PROVIDING FOR AN EFFECTIVE DATE.
B. A RESOLUTION OF THE CITY COMMISSION OF THE CITY OF AVENTURA, FLORIDA,
GRANTING SIGNATURE AUTHORITY TO THE CITY MANAGER TO SIGN AND EXECUTE
ALL DOCUMENTS ON BEHALF OF THE GOVERNING BOARD CHAIRMAN IN
CONNECTION WITH THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES) AND THE
DON SOFFER AVENTURA HIGH SCHOOL (DSAHS) MATTERS WHEN THE GOVERNING
BOARD CHAIRMAN IS UNAVAILABLE TO SIGN AND EXECUTE SAID DOCUMENTS;
PROVIDING FOR IMPLMENTATION; AND PROVIDING FOR AN EFFECTIVE DATE.
5. APPROVAL OF MINUTES: September 19, 2024 Regular Meeting
6. APPROVAL OF TEACHER SALARY INITIATIVE ALLOCATION FOR FY25 FOR
ACES AND DSAHS
7. APPROVAL OF INTERNET ACCEPTABLE USE AND SAFETY POLICY FOR
ACES AND DSAHS
8. REVIEW OF FALL SURVEY RESULTS FOR ACES AND DSAHS
9. APPROVAL OF TEACHER AND PRINCIPAL EVALUATION SYSTEMS FOR
ACES AND DSAHS
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(a),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.
Aventura Governing Board Meeting Agenda January 23, 2025
Aventura City of Excellence School and Don Soffer Aventura High School
Anyone wishing to appeal any decision made by the Aventura City Commission, acting in its capacity as the
Governing Board for the Aventura City of Excellence School (ACES) and the Don Soffer Aventura High School
(DSAHS), 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.
CITY OF AVENTURA
OFFICE OF THE CITY MANAGER
MEMORANDUM
TO: City Commission Acting in its Capacity as the Governing Board for ACES
and DSAHS
FROM: Bryan Pegues, City Manager
DATE: January 17, 2025
SUBJECT: Identifying the New Members of the Governing Boards for the
Aventura City of Excellence School (ACES) and the Don Soffer
Aventura High School (DSAHS)
January 23, 2025 Governing Board Meeting Agenda
RECOMMENDATION
It is recommended that the City Commission approve this resolution identifying the new
governing board members of the Aventura City of Excellence School ("ACES") and the
Don Soffer Aventura High School ("DSAHS") and forward the names of the new members
and former members to the Miami -Dade County School Board.
BACKGROUND
The City of Aventura has entered into agreements with the Miami -Dade County School
Board to operate two charter schools (ACES and DSAHS) within the City of Aventura.
The agreements specify that the City's duly elected representatives serve as the Board
of Directors for both schools. The agreement further states that the City is required to
furnish the names of new board members to the School District when the make-up of the
City Commission changes. Consequently, the new governing board members are: Mayor
Howard S. Weinberg, Commissioners Clifford B. Ain, Gustavo Blachman, Amit Bloom,
Rachel S. Friedland, Paul A. Kruss, and Cindy Orlinsky. The former board members who
are ineligible to serve on the governing boards because they are no longer in office are
as follows: Billy Joel, Dr. Linda Marks and Michael Stern.
CITY OF AVENTURA RESOLUTION NO. 2025-
A RESOLUTION OF THE CITY COMMISSION OF THE CITY OF
AVENTURA, FLORIDA, IDENTIFYING NEW MEMBERS OF THE
GOVERNING BOARDS OF THE AVENTURA CITY OF EXCELLENCE
SCHOOL AND THE DON SOFFER AVENTURA HIGH SCHOOL AS
REQUIRED BY THE AGREEMENTS BETWEEN THE CITY OF
AVENTURA AND THE MIAMI-DADE COUNTY SCHOOL BOARD;
AUTHORIZING THE CITY MANAGER TO DO ALL THINGS
NECESSARY AND PROPER TO CARRY OUT THE AIMS OF THIS
RESOLUTION; AND PROVIDING FOR AN EFFECTIVE DATE.
WHEREAS, in order to operate the Aventura City of Excellence School ("ACES")
and the Don Soffer Aventura High School ("DSAHS") within the municipality as charter
schools, the City of Aventura entered into agreements with the Miami -Dade County
School Board, with such agreements being amended from time -to -time; and
WHEREAS, the two agreements contain a provision on governance whereby the
organizational composition of the respective governing board consists of the City's duly
elected representatives, who shall serve as each School's Board of Directors; and
WHEREAS, the agreements establish eligibility and clearance requirements and
mandate reporting new board members to the School District when the make-up of the
City Commission changes; and
WHEREAS, in accordance with the agreements with the School Board, the City
wishes to identify the current members of the City Commission who will serve as the
Board of Directors for ACES and DSAHS, respectively, and also report to the School
Board the former City Commission members who are ineligible to sit on the governing
boards because they are out of office.
NOW, THEREFORE, BE IT RESOLVED BY THE CITY COMMISSION OF THE
CITY OF AVENTURA, FLORIDA, THAT:
Section 1. The City Commission hereby identifies the appointment of the duly
elected members of the City Commission to serve as the Board of Directors for ACES
and DSAHS, respectively, for the remainder of their terms in office:
Mayor Howard S. Weinberg
Commissioner Clifford B. Ain
Commissioner Gustavo Blachman
Commissioner Amit Bloom
Commissioner Rachel S. Friedland
Commissioner Paul A. Kruss
Commissioner Cindy Orlinsky
City of Aventura Resolution No. 2025-
Section 2. The City Commission hereby identifies the former members of the City
Commission who are ineligible to serve on the governing boards because they are no
longer elected representatives for the City of Aventura:
Billy Joel
Dr. Linda Marks
Michael Stern
Section 3. The City Manager is hereby authorized to take all action necessary to
implement this Resolution.
Section 4. This Resolution shall be retroactive to the date the current members of
the City Commission assumed office.
The foregoing Resolution was offered by Commissioner , who moved its
adoption. The motion was seconded by Commissioner , and upon being put to
a vote, the vote was as follows:
Commissioner Clifford B. Ain
Commissioner Gustavo Blachman
Commissioner Amit Bloom
Commissioner Paul A. Kruss
Commissioner Cindy Orlinsky
Vice Mayor Rachel S. Friedland
Mayor Howard S. Weinberg
PASSED AND ADOPTED this 23rd day of January, 2025.
HOWARD S. WEINBERG, ESQ.
MAYOR
ATTEST:
ELLISA L. HORVATH, MMC
CITY CLERK
APPROVED AS TO LEGAL SUFFICIENCY:
ROBERT MEYERS
CITY ATTORNEY
WEISS SEROTA HELFMAN COLE + BIERMAN, P.L.
Page 2 of 2
CITY OF AVENTURA
OFFICE OF THE CITY MANAGER
MEMORANDUM
TO: City Commission Acting in its Capacity as the Governing Board for ACES
and DSAHS
FROM: Bryan Pegues, City Manager
DATE: January 17, 2025
SUBJECT: Granting Signature Authority to the City Manager to Sign and Execute
Documents When the Board Chairman is Unavailable
January 23, 2025 Governing Board Meeting Agenda
RECOMMENDATION
It is recommended that the City Commission approve this resolution authorizing City
Manager Bryan Pegues to sign and execute documents in connection with charter school
matters on behalf of the Governing Board Chairman Howard Weinberg when the Board
Chairman is unavailable to perform these functions.
BACKGROUND
The City of Aventura has entered into agreements with the Miami -Dade County School
Board to operate two charter schools (ACES and DSAHS) within the City of Aventura.
From time -to -time, there are documents and other records that the Governing Board
Chair is required to sign and execute associated with business activities between the
Miami -Dade County School Board and the charter schools. The School Board has
requested that the City pass a resolution specifically vesting the City Manager with such
signature authority in the event the Board Chairman is unavailable.
CITY OF AVENTURA RESOLUTION NO. 2025-
A RESOLUTION OF THE CITY COMMISSION OF THE CITY OF
AVENTURA, FLORIDA, GRANTING SIGNATURE AUTHORITY TO THE
CITY MANAGER TO SIGN AND EXECUTE ALL DOCUMENTS ON
BEHALF OF THE GOVERNING BOARD CHAIRMAN IN CONNECTION
WITH THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES) AND
THE DON SOFFER AVENTURA HIGH SCHOOL (DSAHS) MATTERS
WHEN THE GOVERNING BOARD CHAIRMAN IS UNAVAILABLE TO
SIGN AND EXECUTE SAID DOCUMENTS; PROVIDING FOR
IMPLMENTATION; AND PROVIDING FOR AN EFFECTIVE DATE.
WHEREAS, in order to operate the Aventura City of Excellence School ("ACES")
and the Don Soffer Aventura High School ("DSAHS") within the municipality as charter
schools, the City of Aventura entered into agreements with the Miami -Dade County
School Board ("School Board") with such agreements being amended from time -to -time;
and
WHEREAS, according to the School Board, Mayor Howard Weinberg serves as
the Governing Board Chair and is duly authorized to sign and execute documents for the
two schools; and
WHEREAS, in the event Mayor Weinberg is unable to sign and/or execute
pertinent documents, the School Board has requested that the City provide evidence by
adopting a resolution that such authority has been given to City Manager Bryan Pegues
(the "City Manager") when the Board Chairman is unavailable; and
WHEREAS, it is in the best interest of the City and its residents for the City
Commission acting in its capacity as the Governing Board for the two charter schools to
give signature authority to the City Manager, at such times of the Chairman's
unavailability.
NOW, THEREFORE, BE IT RESOLVED BY THE CITY COMMISSION OF THE
CITY OF AVENTURA, FLORIDA:
Section 1. Recitals. That each of the above -stated recitals is hereby adopted,
confirmed and incorporated herein.
Section 2. Authorization. That the City Manager is granted authority to sign and
execute documents on behalf of the Governing Board Chairman when the Chairman is
unavailable to perform these functions.
Section 3. Effective Date. That this Resolution shall become effective
immediately upon its adoption
City of Aventura Resolution No. 2025-
The foregoing Resolution was offered by Commissioner , who moved its
adoption. The motion was seconded by Commissioner , and upon being put to
a vote, the vote was as follows:
Commissioner Clifford B. Ain
Commissioner Gustavo Blachman
Commissioner Amit Bloom
Commissioner Paul A. Kruss
Commissioner Cindy Orlinsky
Vice Mayor Rachel S. Friedland
Mayor Howard S. Weinberg
PASSED AND ADOPTED this 23rd day of January, 2025.
HOWARD S. WEINBERG, ESQ.
MAYOR
ATTEST:
ELLISA L. HORVATH, MMC
CITY CLERK
APPROVED AS TO LEGAL SUFFICIENCY:
ROBERT MEYERS
CITY ATTORNEY
WEISS SEROTA HELFMAN COLE + BIERMAN, P.L.
Page 2 of 2
DON SOFFER
$AVENTURA
AVENTURA GOVERNING BOARD
AVENTURA CITY OF EXCELLENCE SCHOOL AND
DON SOFFER AVENTURA HIGH SCHOOL
REGULAR MEETING MINUTES
SEPTEMBER 19, 2024
9:00 a.m.
Aventura Government Center
19200 West Country Club Drive
Aventura, FL 33180
Aventura City Commission acting in its capacity as the Governing Board for the Aventura
City of Excellence School (ACES) and the Don Soffer Aventura High School (DSAHS):
1. CALL TO ORDER/ROLL CALL: The meeting was called to order by Mayor
Howard Weinberg at 9:10 a.m. The roll was called and the following were present: Mayor
Howard S. Weinberg, Vice Mayor Dr. Linda Marks, Commissioner Amit Bloom',
Commissioner Rachel S. Friedland2, Commissioner Billy Joel, Commissioner Paul A.
Kruss, City Manager Ronald J. Wasson, City Clerk Ellisa L. Horvath, and City Attorney
Robert Meyers. Also present were ACES Principal Ana Melhuish, DSAHS Principal Dr.
Geoff McKee, DSAHS Assistant Principal Dr. Andrea Beck, Rachel Windler-Freitag —
Charter Schools USA Area 2 Florida Deputy Director, and Rita Weaver — Charter Schools
USA Senior Director of Board Governance. As a quorum was determined to be present,
the meeting commenced.
2. PLEDGE OF ALLEGIANCE: The Pledge was led by Mayor Weinberg.
3. APPROVAL OF MINUTES: A motion for approval of the June 13, 2024 Aventura
Governing Board Regular Meeting Minutes was offered by Commissioner Joel, seconded
by Commissioner Kruss, and passed unanimously (4-0) by roll call vote.
4. APPROVAL OF THE ACES PARENT/STUDENT HANDBOOK 2024-2025 AND
THE DSAHS FAMILY HANDBOOK 2024-2025: Mayor Weinberg introduced the item.
A motion for approval was offered by Commissioner Kruss and seconded by Vice Mayor
Dr. Marks.
Mr. Wasson explained the minor adjustments from the prior year.
Arrived at 9:14 a.m. - Item 6.
2 Arrived at 9:14 a.m. — Item 6.
Aventura Governing Board Regular Meeting Minutes
Aventura City of Excellence School and Don Soffer Aventura High School
September 19, 2024
No comments were provided by the City Commission.
The motion for approval passed unanimously (4-0) by roll call vote.
5. APPROVAL OF THE 2024-25 MENTAL HEALTH ASSISTANCE ALLOCATION
PLAN FOR ACES AND DSAHS: Mayor Weinberg introduced the item.
A motion for approval was offered by Commissioner Joel and seconded by Commissioner
Kruss.
Mr. Wasson reviewed the item.
No comments were provided by the City Commission.
The motion for approval passed unanimously (4-0) by roll call vote.
6. APPROVAL OF THE MASTER SCHOOL SAFETY PLAN 2024-25 SY FOR
ACES AND DSAHS: Mayor Weinberg introduced the item.
A motion for approval was offered by Commissioner Bloom and seconded by
Commissioner Friedland.
Mr. Wasson reported on the plan that outlined the safety measures to be followed.
The City Commission provided brief comments.
The motion for approval passed unanimously by roll call vote.
7. APPROVAL OF FLORIDA SCHOOL SAFETY REQUIREMENTS AND
PROGRESSIVE DISCIPLINARY ACTION FOR KNOWN VIOLATIONS FOR ACES
AND DSAHS: Mayor Weinberg introduced the item.
A motion for approval was offered by Commissioner Friedland and seconded by
Commissioner Joel.
Mr. Wasson reported on the item.
No comments were provided by the City Commission.
The motion for approval passed unanimously by roll call vote.
8. APPROVAL OF OUT -OF -FIELD WAIVERS FOR ACES AND DSAHS: Mayor
Weinberg introduced the item.
A motion for approval was offered by Commissioner Bloom and seconded by
Commissioner Joel.
Page 2 of 4
Aventura Governing Board Regular Meeting Minutes
Aventura City of Excellence School and Don Soffer Aventura High School
September 19, 2024
Mr. Wasson distributed the updated out -of -field waivers for DSAHS.
The City Commission discussed the item.
The motion for approval passed unanimously by roll call vote.
9. APPROVAL OF THE APPOINTMENT OF THE 2024/2025 ACES PARENT
FACILITATOR/CONFLICT RESOLUTION OFFICER AND REAPPOINTMENT OF THE
DSAHS PARENT FACILITATOR/CONFLICT RESOLUTION OFFICER: Mayor
Weinberg introduced the item.
A motion for approval was offered by Commissioner Kruss and seconded by
Commissioner Friedland.
Mr. Wasson reviewed the recommendation to appoint Bryan Pegues as the ACES Parent
Facilitator/Conflict Resolution Officer and to reappoint Kimberly Merchant as the DSAHS
Parent Facilitator/Conflict Resolution Officer.
No comments were provided by the City Commission.
The motion for approval passed unanimously by roll call vote.
10. DISCUSSION OF SCHOOL CHAPLAIN: Mayor Weinberg introduced the item.
Commissioner Friedland suggested that a school chaplain be provided at the schools.
Mr. Meyers commented on the legal aspects and offered to research the item.
Ms. Weaver provided comments.
The City Commission discussed the item.
Consensus was provided to look into the possibility of an appointment of a School
Chaplain.
11. SCHOOL UPDATES:
• ACES Principal Ana Melhuish: Principal Melhuish provided updates
including the following items: 24-25 school year, rating as an "A" school for the 20th year
in a row, fantastic testing scores, theme committed to growth, testing, parent information
night, addressing transportation wait list, National Junior Honor Society, flag football,
volleyball, FIU parenting workshop, Hispanic Heritage celebration, Washington DC trip,
fundraising, and Trunk or Treat event.
The City Commission provided input on the items discussed.
Page 3 of 4
Aventura Governing Board Regular Meeting Minutes
Aventura City of Excellence School and Don Soffer Aventura High School
September 19, 2024
No comments were provided by members of the public.
• DSAHS Principal Dr. Geoff McKee: Principal Dr. McKee, accompanied by
Assistant Principal Dr. Beck, distributed and reviewed updates dated September 19, 2024
including the following items: Academic Achievements 2023-2024, Current Enrollment
Numbers, General Updates, Athletic Updates, College Updates, and Coming Up. The
following additional items were discussed: quality of instructors, starting Silver Knight
nominees earlier, percentage of students going to 2-year schools then transferring to 4-
year schools, high school capacity, honor society timeline, and fundraising.
The City Commission provided input on the items discussed.
No comments were provided by members of the public.
12. OTHER BUSINESS: None.
13. PUBLIC COMMENT: The following members of the public provided comments:
Cinzia lacoponi (3640 Yacht Club Drive #405, Aventura) and Azucena Castaneda (3370
NE 1901h Street #1910, Aventura).
As a result of comments, a curriculum overview is to be provided at the next meeting, with
the expression of the Board that technology be a priority.
14. ADJOURNMENT: There being no further business to come before the
Commission as the Governing Board, a motion to adjourn was offered by Commissioner
Joel, seconded by Commissioner Bloom, and unanimously approved; thus, adjourning
the meeting at 10:40 a.m.
Ellisa L. Horvath, MMC, City Clerk
Approved by the City Commission, acting in its capacity as the Governing Board for ACES
and DSAHS, on January 23, 2025.
Page 4 of 4
2024-25 SALARY INCREASE ALLOCATION
CHARTER DISTRIBUTION PLAN
DUE OCTOBER 1, 2024
This file is a template to assist school districts with providing the necessary Salary Increase Allocation information to the department
to comply with section 1011.62, Florida Statutes. Please review the Frequently Asked Questions provided with the department's 2024-
25 Salary Increase Allocation memorandum for additional information on the administration of these funds.
All charter schools are required to submit this template. Please see FAQ Q21 regarding receiving the growth allocation from the
district. The following instructions will help you complete this requirement.
1. Complete the following table:
Sponsoring District Name (choose from drop -down menu)
Charter School Name
Charter School Number (ex. 1234)
Grouped Charter School Numbers
(Do not enter names. Enter school numbers only and separate
multiple numbers with commas. Do not fill this box in if this plan
is for one school only.)
Contact Name:
Contact Phone:
Contact Email:
Does this file represent a board -approved plan?
Dade
Aventura City of Excellence School
950
Dr. Eddie Ruiz
954-202-3500
eruiz charterschoolusa.com
Yes
2. Navigate to the "Charter Plan" tab of this workbook. Enter data where indicated by colored cells. Once this has been completed,
review the error report in Section D and ensure that the last item shows a "Yes" before moving on.
3. Charter schools should submit their distribution plans directly to their sponsoring school district.
Al
A2
A3
A4
31
32
33
a
Q
0
at
C5
a
0
o;
DI
D2
2024-25 SALARY INCREASE ALLOCATION
CHARTER DISTRIBUTION PLAN TEMPLATE
DUE OCTOBER 1, 2024
Instructions: Use this template only ifyou are submittinga plan fora charter school. School districtsshould use the
d istrict-specific template. Complete the fol lowing sections in order, then review the error report at the end of the survey.
DO NOT modify this template. Enter data asdirected, as any modification will result in the need for a resubmission.
Boxes with this color indicate that data should be entered. Do not mod ify other cel Is.
Sponsoring District Name (From the Charter Plan Tab)
Dade
Charter School Number
950
Charter School Name
Jura City of Excel Ience S
SECTION A -Allocation Data
Charter proportionate share of the Maintenance Allocation
$333,391
Charter proportionate share of the Growth Allocation
$63,815
Charter proportionate share of the Salary Increase Allocation from 2024-25 FEFP Conference
Calculation
$397,206
Additional funding used for increases to the minimum base in the current year (do not include
these expenses below)
$0
SECTION B- Maintenance Allocation: Used to maintain the salary increases provided through Salary Increase Allocation
in previousfiscal years. Ifthe cost to maintain these increases isgreaterthan the charter's Maintenance Allocation,
other funding sources must be used to cover this difference. Ifthe cost to maintain these increases is lessthan the
charter's Maintenance Allocation, the remaining funds will be combined with the charter's Growth Allocation. See
FAQs Q1 through Q4.
Funds available for the maintenance of prior year Teacher Salary Increase Al location increases
$333,391
Total cost to maintain the salary increases provided through the Salary Increase Allocation in
previousyears (enter the total cost here, even if it exceeds the al location)
$340,425
Funds remaining from the charter's share ofthe 2024-25 Maintenance Al location
Iso
SECTION C- Growth Allocation: Used to either (a) increase the minimum base salary reported on the charter school's
performance salary schedule, as defined in section 1012.22(1)(c), F.S., to at least $47,500 or the maximum amount
achievable based on the amount the 1.07 percent generates, and/or (b) provide salary increasesto other full-time
instructional personnel as defined in section 1012.01(2)(a)-(d), F.S. See FAQs CIS through Q7.
Funds available from the growth al location and remaining maintenance allocation(A2+B2)
$63,815
2023-24 minimum base salary for teachers asdefined in s. 1012.01(2)(a), F.S., includingcertified
prekindergarten teachers funded in the 2023-24 FEFP
$50,000
Adjusted minimum base salary for2024-25 for teachers as defined in s. 1012.01(2)(a), F.S., per
implementation ofthe Salary I ncrease Al location and any add itional fund Ing sources used
$52,000
Increasein the minimum base salary asa result ofthe Salary I ncrease Al location (Item C4 minus
Item C3)
$2,000
Total planned expenditure offunds used to increase salaries for full-time classroom teacherstothe
minimum base salary listed in item C3, ifapplicable.
(Example: One teacher receives $5,000 increase+two teachers receive $3,000 increase each =
$11,000).
$24,000
Total planned expenditure of funds used to provide salary increases to full-time classroom teachers
who do not fall under item C5.
(Example: One teacher receives $4,000 increase+two teachers receive $1,000 increase each =
$6,000)
$34,748
Total planned expenditures offundsused to increase full-time instructional personnel asdefined
by s. 1012.01(2)(b)-(d), F.S.
(Example: One staff receives $5,OOOincrease +two staff receive$ 1,500 increaseeach =$8,000)
$5,067
Total dollar amount of unused funds (Item C1 minus Item C5, C6 and C7). Thiscell should be zero.
$0
Section D - Error Report: Thefollowing items will indicate whether there is on error with the data entered on the report
or ifsome data should be verified for accuracy. Do not submit this report unless item D3 in thissection ismarked YES.
Data entered in all fields (if"No", verify that all orange boxescontaindata, even if0) I Yes
The minimum base salary is greater than or equal to the previousyear (if "No", please correct, as the
minimum base cannot be lower than what wasestablished in the previousyear) I Yes
D3 2024-25 Salary Increase Allocation Distribution Plan ready to submit? I Yes
chool
2024-25 SALARY INCREASE ALLOCATION
CHARTER DISTRIBUTION PLAN
DUE OCTOBER 1, 2024
This file is a template to assist school districts with providing the necessary Salary Increase Allocation information to the department
to comply with section 1011.62, Florida Statutes. Please review the Frequently Asked Questions provided with the department's 2024-
25 Salary Increase Allocation memorandum for additional information on the administration of these funds.
All charter schools are required to submit this template. Please see FAQ Q21 regarding receiving the growth allocation from the
district. The following instructions will help you complete this requirement.
1. Complete the following table:
Sponsoring District Name (choose from drop -down menu)
Charter School Name
Charter School Number (ex. 1234)
Grouped Charter School Numbers
(Do not enter names. Enter school numbers only and separate
multiple numbers with commas. Do not fill this box in if this plan
is for one school only.)
Contact Name:
Contact Phone:
Contact Email:
Does this file represent a board -approved plan?
Dade
Don SofferAventura High School
7026
Dr. Eddie Ruiz
954-202-3500
eruiz charterschoolusa.com
Yes
2. Navigate to the "Charter Plan" tab of this workbook. Enter data where indicated by colored cells. Once this has been completed,
review the error report in Section D and ensure that the last item shows a "Yes" before moving on.
3. Charter schools should submit their distribution plans directly to their sponsoring school district.
Al
A2
A3
A4
31
32
33
a
Q
0
at
C5
a
0
o;
DI
D2
2024-25 SALARY INCREASE ALLOCATION
CHARTER DISTRIBUTION PLAN TEMPLATE
DUE OCTOBER 1, 2024
Instructions: Use this template only ifyou are submittinga plan fora charter school. School districtsshould use the
d istrict-specific template. Complete the fol lowing sections in order, then review the error report at the end of the survey.
DO NOT modify this template. Enter data asdirected, as any modification will result in the need for a resubmission.
Boxes with this color indicate that data should be entered. Do not mod ify other cel Is.
Sponsoring District Name (From the Charter Plan Tab)
Dade
Charter School Number
7026
Charter School Name
offer Aventura High Sc
SECTION A -Allocation Data
Charter proportionate share of the Maintenance Allocation
$260,103
Charter proportionate share of the Growth Allocation
$49,787
Charter proportionate share of the Salary Increase Allocation from 2024-25 FEFP Conference
Calculation
$309,890
Additional funding used for increases to the minimum base in the current year (do not include
these expenses below)
$0
SECTION B- Maintenance Allocation: Used to maintain the salary increases provided through Salary Increase Allocation
in previousfiscal years. Ifthe cost to maintain these increases isgreaterthan the charter's Maintenance Allocation,
other funding sources must be used to cover this difference. Ifthe cost to maintain these increases is lessthan the
charter's Maintenance Allocation, the remaining funds will be combined with the charter's Growth Allocation. See
FAQs Q1 through Q4.
Funds available for the maintenance of prior year Teacher Salary Increase Al location increases
$260,103
Total cost to maintain the salary increases provided through the Salary Increase Allocation in
previousyears (enter the total cost here, even ifit exceeds the al location)
$265,024
Funds remaining from the charter's share ofthe 2024-25 Maintenance Al location
Iso
SECTION C- Growth Allocation: Used to either (a) increase the minimum base salary reported on the charter school's
performance salary schedule, as defined in section 1012.22(1)(c), F.S., to at least $47,500 or the maximum amount
achievable based on the amount the 1.07 percent generates, and/or (b) provide salary increasesto other full-time
instructional personnel as defined in section 1012.01(2)(a)-(d), F.S. See FAQs CIS through Q7.
Funds available from the growth al location and remaining maintenance allocation(A2+B2)
$49,787
2023-24 minimum base salary for teachers asdefined in s. 1012.01(2)(a), F.S., includingcertified
prekindergarten teachers funded in the 2023-24 FEFP
$54,000
Adjusted minimum base salary for2024-25 for teachers as defined in s. 1012.01(2)(a), F.S., per
implementation ofthe Salary I ncrease Al location and any add itional fund Ing sources used
$54,000
Increasein the minimum base salary asa result ofthe Salary I ncrease Al location (Item C4 minus
Item C3)
$0
Total planned expenditure offunds used to increase salaries for full-time classroom teacherstothe
minimum base salary listed in item C3, ifapplicable.
(Example: One teacher receives $5,000 increase+two teachers receive $3,000 increase each =
$11,000).
$0
Total planned expenditure of funds used to provide salary increases to full-time classroom teachers
who do not fall under item C5.
(Example: One teacher receives $4,000 increase+two teachers receive $1,000 increase each =
$6,000)
$46,053
Total planned expenditures offundsused to increase full-time instructional personnel asdefined
by s. 1012.01(2)(b)-(d), F.S.
(Example: One staff receives $5,OOOincrease +two staff receive$ 1,500 increaseeach =$8,000)
$37,734
Total dollar amount of unused funds (Item C1 minus Item C5, C6 and C7). Thiscell should be zero.
-$34,000
Section D - Error Report: Thefollowing items will indicate whether there is on error with the data entered on the report
or ifsome data should be verified for accuracy. Do not submit this report unless item D3 in thissection ismarked YES.
Data entered in all fields (if"No", verify that all orange boxescontaindata, even if0) I Yes
The minimum base salary is greater than or equal to the previousyear (if "No", please correct, as the
minimum base cannot be lower than what wasestablished in the previousyear) I Yes
D3 2024-25 Salary Increase Allocation Distribution Plan ready to submit? I Yes
cool
110
CHARTER SCHOOLS®
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Internet Acceptable Use and Safety Policy
1.0 Purpose
The purpose of this policy is to outline the acceptable use of computer equipment at Charter
Schools USA (CSUSA) and CSUSA managed charter schools on behalf of the governing boards.
These rules are in place to protect the employee and students of CSUSA. Inappropriate use
exposes CSUSA to risks including virus attacks, compromise of network systems and services,
and legal issues.
Effective security is a team effort involving the participation and support of every CSUSA
employee and affiliate who deals with information and/or information systems. Moreover, it is
the responsibility of every computer user to know these guidelines and to conduct their activities
accordingly.
2.0 Scope
This policy provides guidelines that apply to all users of computer systems and services, no
matter where the users are located. The term "users" refers to all employees, independent
contractors, persons, or entities accessing CSUSA computer systems and services.
All employees, students, contractors, consultants, temporary, and other workers at CSUSA and
its subsidiaries are responsible for exercising good judgment regarding appropriate use of
information, electronic devices, and network resources following CSUSA policies and standards,
and local laws and regulation.
This policy applies to technology administered in individual schools, the resources administered
by central teams and departments, personally owned computers and devices connected by wire or
wireless to the school network, and to off -site computers that connect remotely to the school's
network services.
3.0 Policy
3.1 General Use and Ownership
• It is the policy of CSUSA to (a) prevent user access over its computer network to, or
transmission of, inappropriate material via Internet, electronic mail, or other forms of
direct electronic communications; (b) prevent unauthorized access and other unlawful
online activities; (c) prevent unauthorized online disclosure, use, or dissemination of
personal identification information of minors; and (d) comply with the Children's Internet
Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)].
• Computers and computer accounts are provided to assist users in the performance of their
jobs or functions with CSUSA. Users should have no expectation of privacy in anything
created, sent, received, or downloaded on the computer or communication system.
• All CSUSA users must obtain proper authorization to use computers, computer accounts,
and computer files.
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CHARTER SCHOOLS®
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• The computer and communication systems belong to CSUSA and should be used for
business and educational purposes only. CSUSA reserves the right to monitor the
operation of these systems, to access all records within them, and to retain or dispose of
those records as it deems necessary.
• Users must comply with all software licenses, copyrights, and all other state and federal
laws governing intellectual property.
• All internet data that is composed, transmitted, or received via the CSUSA's computer
communications systems is considered to be a part of the official records of CSUSA and,
as such, is subject to disclosure to law enforcement or other third parties. Consequently,
employees should always ensure that the business information contained on websites they
view, email messages, and other transmissions is accurate, appropriate, ethical, and
lawful.
• The computer and communication systems belong to CSUSA and should be used for
business purposes only. CSUSA reserves the right to monitor the operation of these
systems, to access all records within them, and to retain or dispose of those records as it
deems necessary.
• A user is responsible for all activities originating from their account(s), including all
information sent from, intentionally requested, solicited, or viewed from their account(s)
and publicly accessible information placed on a computer using their account(s).
3.2 Security and Proprietary Information
• System -level and user -level passwords must comply with the Password Policy. Providing
access to another individual, either deliberately or through failure to secure its access, is
prohibited.
• Authorized CSUSA computer users are responsible for maintaining the security of their
passwords and may not share accounts with any other individuals.
• All computing devices must be secured with a password -protected screensaver with the
automatic activation feature set to 15 minutes or less. You must lock the screen or log off
when the device is unattended.
• Employees must use extreme caution when opening e-mail attachments received from
unknown senders, which may contain malware.
• Use encryption on devices and systems where feasible and as directed by the CSUSA
Cybersecurity and Infrastructure team and other applicable CSUSA policies.
3.3 Unacceptable Use.
• Under no circumstances is a CSUSA user authorized to engage in any activity that is
illegal under local, state, federal, or international law while utilizing CSUSA owned
resources. The lists below are by no means exhaustive but attempt to provide a
framework for activities that fall into the category of unacceptable use.
• To the extent practical, technology protection measures (or "Internet filters") shall be
used to block or filter Internet, or other forms of electronic communications, access to
Internet Acceptable Use and Safety Policy
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CHARTER SCHOOLS®
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inappropriate information. Specifically, as required by the Children's Internet Protection
Act, blocking shall be applied to visual depictions of material deemed obscene or child
pornography, or to any material deemed harmful to minors. Subject to staff supervision,
technology protection measures may be disabled for adults or, in the case of minors,
minimized only for bona fide research or other lawful purposes.
The use of TikTok, and/or any successor platforms, on all CSUSA, or school -owned
devices, or on any device (including privately owned) connected to CSUSA, or school -
provided internet is strictly prohibited. FAC Rule 6A-1.0957.
3.3.1 Systems and Network Activities
To the extent practical, steps shall be taken to promote the safety and security of users of
the CSUSA online computer network when using electronic mail, chat rooms, instant
messaging, and other forms of direct electronic communications.
Specifically, as required by the Children's Internet Protection Act, and Florida
Administrative Code ("FAC") Rule 6A-1.0955 prevention of inappropriate network
usage includes: (a) unauthorized access, including so-called `hacking,' and other
unlawful activities; (b) unauthorized disclosure, use, and dissemination of personal
identification information regarding minors; (c) preventing access to websites, web or
mobile applications, or software that do not protect against the disclosre, use, or
dissemination of students' personal information; and (d) prohibits students from
accessing social media platforms, except when expressly directed by a teacher for an
educational purpose
• Introduction of malicious programs into the network or server (e.g., viruses, worms,
Trojan horses, e-mail bombs, etc.).
• Revealing your account password to others or allowing the use of your account by others.
This includes family and other household members when work is being done at home.
• Using a CSUSA computing asset to actively engage in procuring or transmitting material
that is in violation of sexual harassment or hostile workplace laws in the user's local
jurisdiction.
• Duplication of copyrighted software or data, except for backup and archival purposes.
• E-mail messages created, sent, or received if they contain intimidating, hostile, or
offensive material concerning race, color, religion, sex, age, national origin, disability or
any other classification protected by law.
• Unauthorized copying of copyrighted material including, but not limited to, digitization
and distribution of photographs from magazines, books or other copyrighted sources,
copyrighted music, and the installation of any copyrighted software for which CSUSA or
the end -user does not have an active license is strictly prohibited
• Exporting software, technical information, encryption software or technology, in
violation of international or regional export control laws, is illegal. The appropriate
management should be consulted before the export of any material that is in question.
• Effecting security breaches or disruptions of network communication.
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CHARTER SCHOOLS®
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• Port scanning or security scanning is expressly prohibited unless prior notification to
CSUSA's Director of Cybersecurity and Infrastructure team has been made.
• Circumventing user authentication or security of any host, network, or account.
• Interfering with or denying service to any user other than the employee's host (for
example, denial of service attack).
• Using any program/script/command, or sending messages of any kind, with the intent to
interfere with, or disable, a user's terminal session, via any means, locally or via the
Internet/Intranet/Extranet.
3.3.2 Education, Supervision and Monitoring
• It shall be the responsibility of all members of the CSUSA staff at the school to educate,
supervise and monitor appropriate usage of the online computer network and access to
the Internet following this policy, the Children's Internet Protection Act, the
Neighborhood Children's Internet Protection Act, and the Protecting Children in the 21st
Century Act.
• Disabling or otherwise modifying any technology protection measures will follow
established processes, including documentation and approval by the school's Principal or
designated representative.
• The School's Principal or designated representative will ensure that age -appropriate
training for students who use the School's Internet facilities are provided. The training
provided will be designed to promote the commitment to:
a) The standards and acceptable use of Internet services as outlined in this policy;
b) Student safety in regards to:
i. safety on the Internet;
ii. appropriate behavior while on online, on social networking Web sites, and in
chat rooms; and
iii. cyberbullying awareness and response.
c) Compliance with the E-rate requirements of the Children's Internet Protection Act
("CIPA").
Following receipt of this training, the student will acknowledge that he/she received the
training, understood it, and will follow the provisions of the District's acceptable use
policies.
3.4 Blo22in2 and Social Media
Prior to requiring students to use online content, staff is required to confirm that the
content is not blocked by the student internet filter. If staff has appropriate blocked
content or social media platforms to be used for educational purposes, then staff must
request said content to be reviewed and unblocked.
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CHARTER SCHOOLS®
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The Blogging and Social Media Policy is designed to protect the privacy, confidentiality,
business interests, and reputation of CSUSA. When you are participating in social
networking, you are representing both yourself and CSUSA. It is not our intention to
restrict your ability to have an online presence. We believe social networking is a very
valuable tool.
All school administrators, faculty, and staff shall use caution and good judgment when
using electronic communications and social networking sites. Any information posted on
or communicated through a social networking site shall not bring disfavor,
embarrassment, or condemnation to any employee, student, or any member of CSUSA.
CSUSA prohibits direct communications relayed to current or former students via
electronic communications such as texting, Facebook, and all other social media
networks. All communications to students should be conducted via the school -issued
email addresses or through school -approved applications such as Edmodo.
Communications should be professional and related to a student's academic progress or
school activities.
• The use of TikTok, and/or any successor platforms to be used to communicate or promote
any school district, school, school -sponsored club, extracurricular organization, or athletic
team is strictly prohibited, per Florida Statute, 1001.02(l), (2)(n),
1003.02(l)(g 5 and 1003.02 1) g) and FAC Rule 6A-1.0957.
3.4.1 Bloggmg an Social Media o icy Guidelines
• Employees should not use or post to social media during work hours.
• Employees should not use the company or personal devices to access or post on social
media networks while at work.
• Only employees officially authorized by CSUSA may use approved social media outlets
to speak or post on behalf of CSUSA. This will be a part of your CSUSA job description.
• Employees are restricted from disclosing the details of any CSUSA activity or business
dealings on social media.
• Do not post any financial, confidential, sensitive, or proprietary information about
CSUSA or any of our students, faculty, administrative staff, or employees.
• Employees, specifically teachers and administrative staff, are prohibited from using
social media to contact or communicate with any current or former students.
• Do not use social media to vent personal complaints about supervisors, co-workers,
students, parents, vendors, or CSUSA.
• If you see unfavorable opinions, negative comments, or criticism about CSUSA,
immediately forward this information to your School Administrator or Employee
Services.
• Information on your networking profile is public, even if posted under a pseudonym,
your identity can still be revealed.
4.0 Compliance
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CHARTER SCHOOLS®
USA
4.1 Compliance Measurement
The compliance with this policy will be actively monitored through various methods,
including but not limited to, business tool reports, internal and external audits, and
feedback to the policy owner.
4.2 Exceptions
Any exception to the policy must be approved by the CSUSA Cybersecurity team in
advance.
4.3 Non-compliance
• CSUSA is not responsible for the actions of individual users who violate this policy.
• CSUSA users found to have violated this policy maybe subject to penalties and
disciplinary action, revocation of user access, up to and including termination of
employment.
5.0 Related Policies
• Gramm -Leach -Bliley Act: Safeguards to Protect Confidential Financial Information
• Family Educational Rights and Privacy Act (FERPA)
• Health Insurance Portability and Accountability Act (HIPAA)
• Username and Password Policy
• CSUSA Employee Handbook
• CSUSA Parent and Student Handbook
• Computer Security Device Standards Policy
6.0 Definitions and Terms
CIPA: Children's Internet Protection Act.
CSUSA: Charter Schools USA.
Security breaches: Include, but are not limited to, accessing data of which the employee is not
an intended recipient or logging into a server or account that the employee is not expressly
authorized to access unless these duties are within the scope of regular duties.
Social media: Computer -mediated tools that allow people, companies and other organizations to
create, share, or exchange information, career interests, ideas, and pictures/videos in virtual
communities. Examples of social media include, but are not limited to, Facebook, MySpace,
Twitter, LinkedIn, Instagram, Pinterest, YouTube, Snapchat, Google+, flicker, Tumblr, Vine,
Vimeo, and Yelp. Any sites that allow for online collaboration, sharing, or publishing platforms,
Internet Acceptable Use and Safety Policy
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CHARTER SCHOOLS®
USA
whether accessed through the web, a mobile device, text messaging, email, or any other existing
or emerging communications platform.
Social media posts: Defined as blog posts, blog comments, status updates, text messages, posts
via email, images, audio recordings, video recordings, or any other information made available
through any social media outlet. Social media posts are the actual communications a user
distributes via social media.
Users: Refers to all employees, independent contractors, students, parents, persons, or entities
accessing CSUSA computer systems and services.
7.0 Timeline
Effective Date: Upon Implementation
Review Date: Annually
8.0 Approvals
Name, Title Date
Internet Acceptable Use and Safety Policy
Page 7 of 7
Aventura
Schools
CSUSA 2024-25 Fall
Stakeholder Satisfaction
Surveys
CSUSA
./
Survey Scale & Interpreting The Results
6 Point Scale
• 3 Levels of agreement with "strongly agree" being the most intense on the positive
spectrum
• 3 Levels of disagreement with "strongly disagree" being the most intense on the
negative spectrum
• There is a "I Do Not Know" response option which allows us to get cleanerdata by
flagging high levels of responses with this option
Reporting Total Agree
• Combination of "strongly agree", "agree" and "somewhat agree" represents Total
Satisfaction
• Based on our Charter contract goals, Total Satisfaction is expected to generally be
at or above 90% across all cateaories on the survevs and for each stakeholder group
2
Constructs Measured Across Each
Stakeholder Group
• Engagement
• Equal Opportunities (formerly Equity) and Rigor & Relevance
• Global Citizenship & Life Skills (formerly SEL Skills)
• Loyalty
• School Safety
• Stakeholder Involvement (formerly Local Decision -Making)
• Mission, Values, Promise (MVP) - Newly added category
.d
3
r
t
ME
CSUSA
Aventura City of
Excellence School
2024-2025 Fall Parent, Staff and
Students Stakeholder Satisfaction
Surveys
' O
2022-2023
2023-2024
2024-2025
Fall
Spring
Fall
Spring
Fall
Parent Parent
Responses Count
613
322
488
165
556
Total Count
829
833
732
732
678
Participation Rate
74%
39%
67%
23%
82a/o
Student All Students
Responses Count
686
679
639
612
67S
Total Count
688
690
690
685
686
Participation Rate
100%
98%
93%
89%
98°/0
Staff Instructional
Responses Count
93
70
45
66
67
Total Count
75
80
46
92
69
Participation Rate
100%
88%
98%
72%
97a/o
Non -Instructional
Responses Count
27
21
7
20
21
Total Count
51
34
26
21
26
Participation Rate
53%
62%
27%
95%
810/0
Based on established benchmark, 2024-2025 Fall Survey participation
rate has:
Parent
Student
Staff
High Reliability
High Reliability
High Reliability
Farent=
High Rel lability: 50% and above
Moderate Reliab'ility between 50%and 25°%
Low Relia bill le55than 25%
Student:
High Reliability: 40% and above
Moderate Reliability: between 20% and 40%
Low Rel iabil itv: ILL53 than 20%
Staff:
High Reliability: 75% and above
Moderate Re Ili abiIity: between 75% and 50%
Low Reliabilitv: lesathan 50%
5
ACES Summary Results by Category
Top Survey Results
• Parent Satisfaction: Across most categories, our ACES families have above average levels
of satisfaction when compared to the rest of the network. School Safety stands out at 97%
total satisfaction while Loyalty & Engagement are both at 95% total satisfaction!
• Staff Satisfaction: The staff at ACES share similar sentiments as the parents with School
Safety remaining at an exceptionally high level of 98% total satisfaction, while Loyalty
and Engagement are both at 92% total satisfaction.
Area for Improvement
• Student Engagement: Although the ACES students are slightly above the network
averages with their satisfaction levels, Student Engagement remains the lowest rated
category at 76% total satisfaction. For example; Only 64% of respondents agree to the
/ state m e nt: 1 often talk about ideas from my classes outside of school.
1.1
ties
Parent SLi rvey Resu Its
Global Citizenship Stakeholder
& Life Skills Loyalty School Safety Involvement
24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25
Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall
o�aY
ppp� QL {p
�V N
P3-24 23-24 24-25 23-24 23-24 24-25 1 23-24 23-24 24-25 1 23-24 23-24 24-25 1 23-24 23-24 24-25 23-24 23-24 24-25
Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall
Bar Chart Legend: ■ Strongly Agree I ■ Agree I ■ SomewhatAgree I Somewhat Disagree I ■ Disagree I ■ Strongly Disagree I ■ I do not
know
Cir€le & Line Legend: — Network Total Agree Average I —Network Strongly Agree Average I• Total Agree I • Strongly Agree
Engagement Equal
Opportunities
23-24 23-24 24-25 23-24 23-24 24-25
Fall Spring Fall Fall Spring Fall
fVM
23-24 23-24 24-2S
Fall Spring Fall
Student Survey Results
Global Citizenship Stakeholder
& Life Skills Loyalty Schaal Safety Involvement
23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25
Fell Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall
000
23-24 23-24 24-25 23-24 23-24 24-25
Fall Spring Fall Fall Spring Fall
0
23-24 23-24 24-25 23-24 23-24 24-21
Fall Spring Fall Fall Spring Fall
24-25
Fall
Bar Chart Legend: ■ Strongly Agree I ■ Agree I ■ Somewhat Agree I Somewhat Disagree I ■ Disagree I ■ Strongly Disagree I ■ 1 do not
know
Circlet, Line Legend: —Network Total Agree Average I —Network Strongly Agree Average le Total Agree I e Strongly Agree
Staff Survey Resuits
Engagement
Equal Global Citizenship Loyalty School Safety Stakeholder
23-24 23-24
Fall Spring
Oppartunrties & Life Skills Involvement
24-25 23-24 23-24 24-25 23-24 23-24 24-2S 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25
Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Snrina ra'I Fall Spring Fall
i
iiiiiiiiiiiiiii■
23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24
Fall Spring Fall Fall Spring Fall Fall Spring
24-25 23-24 23-24 24-25
Fall Fall Spring Fall
Bar Chart Legend: ■ Strongly Agree I ■ Agree I ■ Somewhat Agree I Somewhat Disagree I ■ Disagree I ■ Strongly Disagree I ■ 1 do not
kn"v
Circle & Line Legend: — Network Total Agree Average — Network Strongly Agree Average I • Total Agree I • Strongly Agree
The new MVP Category was added to collect baseline data on
stakeholder perception and awareness of our Mission, Values and
Promise. When asked about their level of agreement to statements
related to their understanding, commitment and awareness of our
MVP, below are ACES' stakeholder overall responses:
own
Nis m Immm INN
NJ
Iq
A I
Parent
Student
Staff
2022-2023
2023-2024
2024-2025
Fall
Spring
Fall
Spring
Fall
Parent
Responses Count
174
199
206
2D8
489
Total Count
713
725
713
733
694
Participation Rate
24%
27%
29%
28%
70%
All Students
Responses Count
552
481
46S
428
658
Total Count
807
800
829
815
821
Participation Rate
810A
60%
56%
53%
80%
Instructional
Responses Count
19
45
44
43
41
Total Count
38
41
SS
48
45
Participation Rate
50%
100%
80%
90%
91%
Nan -Instructional
Responses Count
3
11
14
6
6
Total Count
24
23
9
9
14
Participation Rate
13%
480/6
100%
67%
43%
Based on established benchmark, 2024-2025 Fall Survey participation rate has:
Parent Student Staff
High Reliability High Reliability 'IW High Reliability
Parent:
High Reliability:50%and above
Moderate Reliability: between 50% and 25%
Low Reliability: le55than 25%
Student:
High Reliability: 40% and above
Moderate Reliability: between 20% and 40%
Low Reliability: le55than 20%
?ta T:
High Reliability: 75%and above
Moderate Reliability- between 75%and 50%
Low Reliability: les5than 50%
12
DSAHS Summary Results by Category
Top Survey Results
• Parent Satisfaction: Across all categories, our DSAHS families have some of the highest
levels of satisfaction when compared to the network. School Safety and Loyalty are both
at 98% total satisfaction and Engagement is at 97%!
• Staff School Safety: Satisfaction levels among the DSAHS staff have slightly rebounded
from the drops experienced in Spring, with School Safety now at 93% total satisfaction.
Areas for Improvement
• Staff Stakeholder Involvement: This remains extremely low when compared to the network
with only 56% of respondents agreeing to the statements in this category.
• Student Engagement: This is another area of growth for the school with only 53% of the
students agreeing to feeling excited about going to school and often talldng about ideas
A from their classes outside of school.
13
Engagement Equal
Opportunities
23-24 23-24 24-25 23-24 23-24 24-25
Fall Spring Fall Fall Spring Fall
Parent Survey Results
Global Citizenship Stakeholder
& Life Skills Loyalty School Safety Involvement
23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25
Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall
45 p,/" 7Q
� RA4C.
23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25
Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall
Bar Chart Legend: ■ Strongly Agree I ■ Agree l ■SomewhatAgree l Somewhat Disagree I ■ Disagree I ■ Strongly Disagree I ■ I do not
know
Cir€le & Line Legend: — Network Total Agree Average I —Network Strongly Agree Average I• Total Agree I • Strongly Agree
Engagement
Equal
Opportunities
Student Survey Results
Global Citizenship Loyalty School Safety Stakeholder
& Life Skills Involvement
23-24 23-24 24-25 23-24 23-24 24-2,5 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25
Fall Spring Fall Fall Spring Fall I Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall
Aft
0
23-24 23-24 24-25 23-24 23-24 24-2°
Fall Spring Fall Fall Spring Fall
23-24 23-24
Fall Spring
c39'.•�
it
gift
24-25 23-24 23-24 24-25 23-24 23-24 24-25
Fall Fall Spring Fall Fall Spring Fall
I
7'3-24 23-24 24-25
Fall Spring Fall
Bar Chart Legend: ■ Strongly Agree I ■ Agree I ■ Somewhat Agree I ■ Somewhat Disagree I ■ Disagree I ■ Strongly Disagree I ■ 1 do not
know
Circle & Line Legend: — Network Total Agree Average I —Network Strongly Agree Average I e Total Agree I • Strongly Agree
Engagement Equal
Opportunities
Staff Survey Results
Global Citizenship
& Life Skills Loyalty
Stakeholder
School Safety
Involvement
23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25
Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall
■
"I
4
23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25 23-24 23-24 24-25
Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall Fall Spring Fall
Bar Chart Legend: in Strongly Agree I in Agree I ■ Somewhat Agree I Somewhat Disagree I in Disagree I in Strongly Disagree I ■ 1 do not
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Circle & Line Legend: — Network Total Agree Average — Network Strongly Agree Average I • Total Agree I • Strongly Agree
The new MVP Category was added to collect baseline data on
stakeholder perception and awareness of our Mission, Values and
Promise. When asked about their level of agreement to statements
related to their understanding, commitment and awareness of our
MVP, below are DSAHS' stakeholder overall responses:
THANK YOU
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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
M
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, F.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
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
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.
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.
Instructional
Personnel
When Personnel
are Informed
Method(s) of Informing
Gro
Classroom and
Returning Teacher
Orientation (RTO)
Face to face delivery of materials and content,
Non -Classroom
— 1 week prior to
virtual, on demand training, handouts, emails and on -
Teachers
school starting
site professional development.
Newly Hired
New TeacherFace
Induction (NTI) —
to face delivery of materials and content,
Classroom
2-3 weeks prior to
virtual, on demand training, handouts, emails and on -
Teachers
school starting
site professional development.
Mid -year NTI
and/or New
Teacher
Face to face delivery of materials and content,
Late Hires
Onboarding —
virtual, on demand training, handouts, emails and on-
within 90 days of
site professional development.
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
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
Personnel Evaluations When Evaluations Occur Communicated to Personnel
Group
For all Classroom and Non -Classroom Instructional Staff Members
Teachers
End -Year evaluation:
End -Year evaluation: In one -
returning to the
Annually in the spring of
on -one conferences between
building from
1
each year prior to the last
staff member and the school
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 20' 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.
*This is also
2
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
E
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
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%
1 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.
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Operational Performance 1 8 1 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 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 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.
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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."
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
2 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 ofsummative
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.
3 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.
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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:6
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
Practice
Practices
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
applicable skills and competencies.
10, 16, 19-22
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, %, 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
students, and
4-8
i.
Utilizes current and emerging assistive technologies that enable students to participate
in high -quality communication interactions and achieve their educational goals.
15,22
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,
verbalization of thought, and application of the subject matter,
% 14 21
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,
%, 19, 21,
f.
Employ higher -order questioning techniques,
9, 10, 16,21
g.
Apply varied instructional strategies and resources, including appropriate technology,
to provide comprehensible instruction, and to teach for student understanding,
10, 16, 17, 21, 23
h.
Differentiate instruction based on an assessment of student learning needs and
recognition of individual differences in students,
$ 10 12,23
i.
Support, encourage, and provide immediate and specific feedback to students to
promote student achievement,
8, 9, 11, 13, 17, 18
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
Appendix B — Observation Instruments for Classroom Teachers
In Appendix B, the district shall include the observation rubric(s) to be used for collecting instructional practice data for classroom teachers.
Rating TFET Elements - Evaluation Protocols and Rubrics
Each indicator on the TFET utilizes a comprehensive, five -category scale, relative to observations and feedback inside and outside of the
classroom.
Innovating
(4)
Applying
(3)
TFET Rubric
Developing
(2)
Beginning
(1)
Not Using
(0)
Not Observed
(No Value Given)
Teacher monitors impact of
Teacher fluently uses this
Teacher use of the
Teacher identified the
Strategy was
Instructional
strategy and adjusts for those
strategy and monitors it's
strategy was
appropriate strategy but
called for, but
strategy was neither
who are not initially responding
impact on student learning
appropriate and
use of the strategy was
not exhibited.
called for nor used
to strategy so that 90-100% of
outcomes so that 70-89% of
correct. Teacher
ineffective.
during this portion
students get to the intended
students get to the intended
builds fluency with
This indicator
of the lesson.
learning outcome.
learning outcome.
use of this strategy.
Teacher was beginning to
was appropriate
focus on this indicator but
but not
Teacher is a network leader in
Teacher is seen as a leader in
Teacher focus on this
efforts were not effective.
addressed
this indicator and has had
this indicator and shares
indicator is growing
during this time
positive impact on the CSUSA
practices within school
and teacher is able to
period.
community at large.
community.
achieve the desired
effect.
Effective Date: 2022-2025 SBR 6A-5.030 Form IEST 2018
Appendix C — Observation Instruments for Non -Classroom Instructional Personnel
In Appendix C, the district shall include the observation rubric(s) to be used for collecting instructional practice data for non -classroom instructional
personnel.
Rating TFET Elements - Evaluation Protocols and Rubrics
Each indicator on the TFET utilizes a comprehensive, five -category scale, relative to observations and feedback inside and outside of
classrooms.
Innovating
(4)
Applying
(3)
TFET Rubric
Developing
(2)
Beginning
(1)
Not Using
(0)
Not Observed
(No Value Given)
Teacher monitors impact of
Teacher fluently uses this
Teacher use of the
Teacher identified the
Strategy was
Instructional
strategy and adjusts for those
strategy and monitors it's
strategy was
appropriate strategy but
called for, but
strategy was neither
who are not initially responding
impact on student learning
appropriate and
use of the strategy was
not exhibited.
called for nor used
to strategy so that 90-100% of
outcomes so that 70-89% of
correct. Teacher
ineffective.
during this portion
students get to the intended
students get to the intended
builds fluency with
This indicator
of the lesson.
learning outcome.
learning outcome.
use of this strategy.
Teacher was beginning to
was appropriate
focus on this indicator but
but not
Teacher is a network leader in
Teacher is seen as a leader in
Teacher focus on this
efforts were not effective.
addressed
this indicator and has had
this indicator and shares
indicator is growing
during this time
positive impact on the CSUSA
practices within school
and teacher is able to
period.
community at large.
community.
achieve the desired
effect.
Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018
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
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wsHY ws WPAprYwaM eer..a,.arYw menemrq.,w es en.
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IsasinOOweea. ��ap evq •espaewgm e
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run urasetr9 t»r ISYsw9 Mevsrnui0am..w wruw9s0 (Auuans m�nro+wr.pior srrY uewpY sersu tMw nb w�
s^^^99ra9 aundver�l impeen eu seewp� reugY se ueenes ys
DPP Score Summary
Sandbox. CCA - Deliberate Practice Plan
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Final Scoring Example
Effective Date: 2022-2025 SBR 6A-5.030 Form IEST2018
21
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A J - Teachers - FL
Location: Charter School
Assigned Evoluotor(s): J (Primary), D
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Employee Effectiveness Rubric:
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Assigned
Assigned
Deliberate Practice Plan
0.00
20.0% 0.00
Student Performance Measure:
0.00
45.0% 0.00
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
School Administrator Evaluation System
61
Rule 6A-5.030, F.A.
Effective May 20
Form AEST-20
School Administrator Evaluation System
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-2023, is incorporated by reference in Rule 6A-5.030, F.A.C., effective May 2023.
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.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Table of Contents
PartI: Evaluation System Overview............................................................................................#
Part II: Evaluation System Requirements...................................................................................#
PartIII: Evaluation Procedures...................................................................................................#
PartIV: Evaluation Criteria.........................................................................................................#
A. Instructional Leadership................................................................................................. #
B. Other Indicators of Performance.................................................................................... #
C. Performance of Students................................................................................................. #
D. Summative Rating Calculation....................................................................................... #
Appendices......................................................................................................................................#
Appendix A — Evaluation Framework Crosswalk............................................................... #
Appendix B — Observation Instruments for School Administrators ................................... #
Appendix C — Student Performance Measures................................................................... #
Appendix D — Summative Evaluation Forms...................................................................... #
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Part I: Evaluation System Overview
In Part1,, 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 Part11,, 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 principals and assistant principals include
indicators based on each of the role -specific descriptors of the Florida Educational
Leadership Standards (FELS) 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.
➢ 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.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
➢ 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.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Part III: Evaluation Procedures
In Part11l, 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.
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.
2. Pursuant to section 1012.34(3)(a)3., F.S., evaluation criteria for instructional leadership must
include indicators based upon each of the FELS adopted by the State Board of Education. In
the table below, describe when and how evidence of demonstration of the FELS is collected.
Personnel
When Evidence
is
Method(s) of Collection
Group
Assistant
Collected
Frequency can range
Ongoing observations and feedback through formal
Principals
from weekly to a
notification and face to face follow-up. Acceptable forms
minimum of quarterly.
of communication include, but are not limited to —
Leaders are
Personnel Action Form, Improvement Plans, PPE/APPE
differentiated by needs,
tool, email, verbal feedback or one on one professional
as determined by
development.
deliberate practice
Tans, student data and
other informal
observations.
Frequency can range
Ongoing observations and feedback through formal
Principals
from weekly to a
notification and face to face follow-up. Acceptable forms
minimum of quarterly.
of communication include, but are not limited to —
Leaders are
Personnel Action Form, Improvement Plans, PPE/APPE
differentiated by needs,
tool, email, verbal feedback or one on one professional
as determined by
development.
deliberate practice
Tans, student data and
other informal
observations.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
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.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
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 CSUSA, instructional leadership accounts for 100%
of the school administrator performance evaluation.
2. Description of the step-by-step calculation for determining the instructional leadership rating
for school administrators, including performance standards for differentiating performance.
Principal/Assistant Principal Performance Evaluation
The Charter Schools USA family of schools has developed the Leadership Evaluation System for 2023-2024 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 Principal/Assistant Principal
Performance Evaluation (PPE/APPE) instrument which is based on the research of Robert J. Marzano and is 100% in
alignment with the Florida Principal Leadership Standards and the National Educational Leadership Preparation
Program Standards.
Specifically, the research base for the PPE/APPE 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
• 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 Educational Leadership Standards, the PPE/APPE 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 50 elements within the PPE/APPE that measure administrator
proficiency on the host of skills and tasks necessary to lead a school, its faculty and students, to success in improving
Page 9
Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
student performance.
Instructional Leadership Evaluation Framework
Principal/Assistant Principal Performance Evaluation
With domains organized according to the Florida Educational Leadership Standards and aligned to the CSUSA strategic
priorities: 1. Student Success in School and Life, 2. Teaching and Learning, 3. Equitable Opportunities and Outcomes,
4. Local Decision Making, 5.Operational Excellence, 6. Customer Service Culture, 7. Talent Development, 8. Resource
Optimization, 9. Educational Solutions — the PPE/APPE's evaluation criteria reflect the comprehensive range of
instructional leadership practices expected of each CSUSA leader and a balanced approach to quality and continuous
improvement based on Robert S. Kaplan and David P. Norton's The Balanced Scorecard (1996). The 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.
Evaluation Rating Criteria - Rating Labels
The evaluator will utilize comprehensive rating labels that will ultimately translate to the four labels
required by Florida statutes. The scale is as follows:
• Level 4: Innovating (example: Leader has modeled exemplary implementation of...; Leader
innovates schoolwide practices with continuous improvement; Leader is seen as a role model to
others)
• Level 3: Applying (example: Leader is directly involved in the implementation of...; Leader
regularly monitors effective school practices;)
• Level 2: DevelopingBeginning (example: Leader is somewhat involved in the implementation of...;
Leader struggles with full implementation and/or monitoring the effectiveness in this area.)
• Level 1: Not Observed (example: Leader demonstrates little or no evidence of involvement in the
implementation of...; Leader demonstrates little or no evidence of implementation or monitoring in
this area.)
Computation of Final PPE/APPE Score:
• Step 1: Rate observed elements (indicators) at each of the following levels: Innovating (4), Applying
(3), Developing/Beginning (2), Not Observed (1)
• Step 2: To calculate each of the 8 "Domain Scores," indicators will be averaged within each domain.
*Each Domain score will range from I to 4.
• Step 3: The 8 Domain scores will be equally weighted (12.5%) to calculate the final PPE/APPE score.
*Each Final score will range from I to 4. Please see Rubrics and weighting scales of the PPE/APPE
above for indicator counts and domain weights.
Page 10
Rule 6A-5.030, F.A.C. (CSUSA-2023-2026) FORM AEST-2023
School Administrator Evaluation System
The final PPE/APPE rating scale is as follows:
Needs Improvement/
7Highly:Effective
Effective
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 with final approval by the
leader's Deputy Director and State Superintendent. CSUSA Deputy 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 PPE/APPE 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 performance standards for
differentiating performance.
C. Performance of Students
In this section, the district shallprovide the following information regarding the studentperformance
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 performance standards for differentiating performance.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Student Performance Measures
For the term of this plan, 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. After two years of FAST
assessments, MAP assessments will be aligned to the FAST assessments, 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'
<20%
2 - Needs Improvement
20% - 40%
41% - 54%
>_ 55%
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.
' If NWEA growth data is not available for a student, the school leader will determine the most appropriate measure of student achievement
or growth. Kindergarten student growth will be determined using winter to spring growth norms, per the recommendation of the Northwest
Evaluation Association. 11th and 12th grade student performance may also be determined by achievement of, or progress towards,
College and Career Readiness bench marks—NWEA's ACT and SAT linking studies.
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School Administrator Evaluation System
D. Summative Rating Calculation
In this section, the district shall provide the following information regarding the calculation ofsummative
evaluation ratings for school administrators.
1. Description of the step-by-step calculation for determining the summative rating for school
administrators, including performance standards for differentiating performance.
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 assistant 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 Principal/Assistant Principal Performance Evaluation (PPE/APPE)
comprises the Instructional Practice component.
Final Evaluation weighting'
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 Principal/Assistant Principal Performance Evaluation (PPE/APPE) Score: 55%
Details of the scoring and evaluation of leader performance on Student Performance Measures and the
PPE/APPE are presented above in sections 1, and 2 respectively.
Once Student Performance and PPE/APPE scores (1-4) are determined, they are combined according to the
weighting above and assigned a final rating based on the scale below:
All evaluation results will be calculated and overseen by Charter Schools USA, with final determination by
the leader's State Superintendent, Deputy Director, and Chief of schools, all of whom supervise school
leaders. CSUSA State and Deputy 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. Per rule 6A-5.030.(3).(d).1.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.
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 1012.34(3)(a)1.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Appendix A — Evaluation Framework Crosswalks
In Appendix A, the district shall include a crosswalk of the district's evaluation framework to each set of
descriptors (i. e., assistant principal and school principal) of the Florida Educational Leadership
Standards.
Alignment to the Florida Educational Leadership Standards,
Assistant Principal Descriptors
Practice Evaluation Indicators
1. Professional and Ethical Norms
Effective educational leaders act ethically and according to professional norms to promote the academic success and well-
being of all students. All school administrators:
a. Hold self and others accountable to the Principles of Professional Conduct for the
47
Education Profession in Florida, pursuant to Rule 6A-10.081, F.A.C., and adhere to
guidelines for student welfare, pursuant to section 1001.42(8), F.S., the rights of
students and parents enumerated in sections 1002.20 and 1014.04, F.S., and state,
local school, and governing board policies,
b. Acknowledge that all persons are equal before the law and have inalienable rights,
48
and provide leadership that is consistent with the principles of individual freedom
outlined in section 1003.42(3), F.S.;
c. Accept accountability for all students by identifying and recognizing barriers and
49
their impact on the academic success of students and the well-being of the school,
families, and local community, and
d. Act ethically and professionally in personal conduct, relationships with others,
50
decision making, stewardship of the school's resources, and all other aspects of
leadership set forth in Rule 6A-5.080, F.A.C.
2. Vision and Mission
Effective educational leaders collaborate with parents, students, and other stakeholders to develop, communicate, and enact a
shared vision, mission, and core values to promote the academic success and well-being of all students. Assistant principals:
a. Assist and support the alignment of the school vision and mission with district
12
initiatives, State Board of Education priorities, and current educational policies,
b. Collaborate in the collection, analysis, and utilization of student academic data to
13
help drive decisions that support effective and rigorous classroom instruction focused
on the academic development of all students,
C. Collaborate, support, and model the development and implementation of a shared
14
educational vision, mission, and core values within the school community to promote
the academic success and well-being of all students,
d. Assist and support the development and implementation of systems to achieve the
15
vision and mission of the school — reflecting and adjusting when applicable; and
e. Recognize individuals for contributions toward the school vision and mission.
16
3. School Operations, Management, and Safety
Effective educational leaders manage school operations and resources to cultivate a safe school environment and promote the
academic success and well-being of all students. Assistant principals:
a. Collaborate with the school principal to manage the school's fiscal resources in a
35
responsible and ethical manner, engaging in effective budgeting, decision making,
and accounting practices,
b. Collaborate with the school principal to manage scheduling and resources by
36
assigning instructional personnel to roles and responsibilities that optimize their
professional capacity to address all students' learning needs,
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Rule 6A-5.030, F.A.C. (CSUSA-2023-2026) FORM AEST-2023
School Administrator Evaluation System
Alignment to the Florida Educational Leadership Standards,
Assistant Principal Descriptors
Practice
Evaluation Indicators
C.
Organize time, tasks, and projects effectively to protect school personnel's work and
37
learning, as well as their own, to optimize productivity and student learning,
d.
Collaborate with school leaders to utilize data, technology, and communication
38
systems to deliver actionable information to improve the quality and efficiency of
operations and management to include safety, climate, and student learning,
e.
Utilize best practices in conflict resolution, constructive conversations, and
39
management for all stakeholders related to school needs and communicate outcomes
with school leaders,
f.
Inform the school community of current local, state, and federal laws, regulations,
40
and best practices to promote the safety, success, and well-being of all students and
adults;
g.
Collaborate with the school principal to develop and maintain effective relationships
41
with feeder and connecting schools for enrollment management and curricular and
instructional articulation,
h.
Develop and maintain effective relationships with the district office and governing
42
board,
i.
Collaborate with the school principal to create and maintain systems and structures
43
that promote school security to ensure that students, school personnel, families, and
community are safe,
j.
Collaborate with the school principal to ensure compliance with the requirements for
44
school safety, as outlined in section 1001.54, F.S., section 1006.09, F.S., and Rule
6A-1.0017, F.A.C.;
k.
Collaborate with the school principal to implement a continuous improvement model
45
to evaluate specific concerns for safety and security within the school environment,
and
1.
Collaborate with the school principal to create and implement policies that address
46
and reduce chronic absenteeism and out -of -school suspensions.
4. Student Learning and Continuous School Improvement
Effective educational leaders enable continuous improvement to promote the academic success and well-being of all students.
Assistant principals:
a.
Assist with the implementation and monitoring of systems and structures that enable
1
instructional personnel to promote high expectations for the academic growth and
well-being of all students,
b.
Monitor and ensure the school's learning goals and classroom instruction are aligned
2
to the state's student academic standards, and the district's adopted curricula and K-
12 reading plan,
C.
Collaborate with teachers and the school leadership team to create an evidence -based
3
intervention, acceleration, and enrichment plan focused on learning,
d.
Engage in data analysis to inform instructional planning and improve learning for all
4
student subgroups and minimize or eliminate achievement gaps;
e.
Utilize comprehensive progress monitoring systems to gather a variety of student
5
performance data, identify areas that need improvement, and provide coaching to
improve student learning;
f.
Support and openly communicate the need for, process for, and outcomes of
6
improvement efforts; and
g.
Ensure and monitor the implementation of the Florida Educator Accomplished
7
Practices as described in Rule 6A-5.065, F.A.C., by all instructional personnel.
5. Learning Environment
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
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Alignment to the Florida Educational Leadership Standards,
Assistant Principal Descriptors
Evaluation Indicators
Effective educational leaders cultivate a caring, rigorous, and supportive school community that promotes the academic
success and well-being of all students. Assistant principals:
a. Collaborate with the school principal to maintain a safe, respectful, and student-
8
centered learning environment,
b. Facilitate a comprehensive system that establishes a culture of learning, which
9
includes policies and procedures to address student misconduct in a positive, fair, and
unbiased manner,
C. Deliver timely, actionable, and ongoing feedback about instructional practices driven
10
by standards -aligned content to support and coach the development of instructional
personnel's knowledge and skills, and
d. Support instructional personnel to recognize, understand, and respond to student
11
needs to minimize or eliminate achievement gaps.
6. Recruitment and Professional Learning
Effective educational leaders build the collective and individual professional capacity of school personnel by creating support
systems and offering professional learning to promote the academic success and well-being of all students. Assistant
principals:
a. Assist with hiring, developing, supporting, and retaining diverse, effective, and
21
caring instructional personnel with the professional capacity to promote literacy
achievement and the academic success of all students,
b. Attend to personal learning and effectiveness by engaging in need -based professional
22
learning, modeling self -reflection practices, and seeking and being receptive to
feedback,
C. Collaborate with the school principal to identify instructional personnel needs,
23
including standards -aligned content, evidence -based pedagogy, use of instructional
technology, and data analysis for instructional planning and improvement,
d. Collaborate with the school principal and content or grade -level leads to develop a
24
school -wide professional learning plan based on the needs of instructional personnel
and students, and revise elements of the plan as needed,
e. Collaborate with the school principal to develop school personnel's professional
25
knowledge and skills by providing access to differentiated, need -based opportunities
for growth, guided by understanding of professional and adult learning strategies,
f. Support the school principal in monitoring and evaluating professional learning
26
linked to district- and school -level goals to foster continuous improvement,
g. Collaborate with the school principal to monitor and evaluate professional practice,
27
and provide timely, actionable, and ongoing feedback to instructional personnel that
fosters continuous improvement,
h. Collaborate with the school principal to utilize time and resources to establish and
28
sustain a professional culture of collaboration and commitment to the shared
educational vision, mission, and core values of the school with mutual
accountability, and
i. Adhere to the professional learning standards adopted by the State Board of
29
Education in Rule 6A-5.069, F.A.C., in planning and implementing professional
learning, monitoring change in professional practice, and evaluating impact on
student outcomes.
7. Building Leadership Expertise
Effective educational leaders cultivate, support and develop other school leaders to promote the academic success and well-
being of all students. Assistant principals:
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Alignment to the Florida Educational Leadership Standards,
Assistant Principal Descriptors
Evaluation Indicators
a. Develop and support open, productive, caring, and trusting working relationships
17
among school and teacher leaders to build professional capacity and improve
instructional practice driven by standards -aligned content,
b. Collaborate with the school principal to cultivate a diverse group of emerging teacher
18
leaders,
C. Develop capacity in teacher leaders and hold them accountable; and
19
d. Plan for and provide opportunities for mentoring new personnel.
20
8. Meaningful Parent, Family, and Community Engagement
Effective educational leaders utilize multiple means of reciprocal communication to build relationships and collaborate with
parents, families, and other stakeholders to promote the academic success and well-being of all students. All school
administrators:
a. Understand, value, and employ the community's cultural, social, and intellectual
30
context and resources,
b. Model and advocate for respectful communication practices between school leaders,
31
parents, students, and other stakeholders,
C. Maintain high visibility and accessibility, and actively listen and respond to parents,
32
students, and other stakeholders,
d. Recognize parents, students, and other stakeholders for contributions and
33
engagement that enhance the school community, and
e. Utilize appropriate technologies and other forms of communication to partner with
34
parents, students, and families on student expectations and academic performance.
Alignment to the Florida Educational Leadership Standards,
School Descriptors
Practice
Evaluation Indicators
1. Professional and Ethical Norms
Effective educational leaders act ethically and according to professional norms to promote the academic success and well-
being of all students. All school administrators:
a. Hold self and others accountable to the Principles of Professional Conduct for the
47
Education Profession in Florida, pursuant to Rule 6A-10.081, F.A.C., and adhere to
guidelines for student welfare, pursuant to section 1001.42(8), F.S., the rights of
students and parents enumerated in sections 1002.20 and 1014.04, F.S., and state,
local school, and governing board policies,
b. Acknowledge that all persons are equal before the law and have inalienable rights,
48
and provide leadership that is consistent with the principles of individual freedom
outlined in section 1003.42(3), F.S.;
c. Accept accountability for all students by identifying and recognizing barriers and
49
their impact on the academic success of students and the well-being of the school,
families, and local community, and
d. Act ethically and professionally in personal conduct, relationships with others,
50
decision making, stewardship of the school's resources, and all other aspects of
leadership set forth in Rule 6A-5.080, F.A.C.
2. Vision and Mission
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Alignment to the Florida Educational Leadership Standards,
School Descriptors
Evaluation Indicators
Effective educational leaders collaborate with parents, students, and other stakeholders to develop, communicate, and enact a
shared vision, mission, and core values to promote the academic success and well-being of all students. School principals:
a. Collaborate with district and school leaders in the alignment of the school vision and
12
mission with district initiatives, State Board of Education priorities, and current
educational policies,
b. Collaborate with members of the school and community using academic data to
13
develop and promote a vision focused on successful learning and the academic
development of all students,
C. Collaborate to develop, implement, and model a shared educational vision, mission,
14
and core values within the school community to promote the academic success and
well-being of all students,
d. Strategically develop and implement systems to achieve the vision and mission of the
15
school — reflecting and adjusting when applicable, and
e. Recognize individuals for contributions toward the school vision and mission.
16
3. School Operations, Management, and Safety
Effective educational leaders manage school operations and resources to cultivate a safe school environment and promote the
academic success and well-being of all students. School principals:
a. Manage the school's fiscal resources in a responsible and ethical manner, engaging
35
in effective budgeting, decision making, and accounting practices,
b. Manage scheduling and resources by assigning instructional personnel to roles and
36
responsibilities that optimize their professional capacity to address all students'
learning needs,
C. Organize time, tasks, and projects effectively to protect school personnel's work and
37
learning, as well as their own, to optimize productivity and student learning,
d. Utilize data, technology, and communication systems to deliver actionable
38
information to improve the quality and efficiency of operations and management to
include safety, climate, and student learning,
e. Utilize and coach best practices in conflict resolution, constructive conversations,
39
and management for all stakeholders related to school needs and communicate
outcomes with school and district leaders,
f. Inform the school community of current local, state, and federal laws, regulations,
40
and best practices to promote the safety, success, and well-being of all students and
adults,
g. Develop and maintain effective relationships with feeder and connecting schools for
41
enrollment management and curricular and instructional articulation,
h. Develop and maintain effective relationships with the district office and governing
42
board,
i. Create and maintain systems and structures that promote school security to ensure
43
that students, school personnel, families, and community are safe,
j. Ensure compliance with the requirements for school safety, as outlined in section
44
1001.54, F.S., section 1006.09, F.S., and Rule 6A-1.0017, F.A.C.;
k. Utilize a continuous improvement model to evaluate specific concerns for safety and
45
security within the school environment, and
1. Collaborate with district and school leaders to create and implement policies that
46
address and reduce chronic absenteeism and out -of -school suspensions.
4. Student Learning and Continuous School Improvement
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Rule 6A-5.030, F.A.C. (CSUSA-2023-2026) FORM AEST-2023
School Administrator Evaluation System
Alignment to the Florida Educational Leadership Standards,
School Descriptors
Evaluation Indicators
Effective educational leaders enable continuous improvement to promote the academic success and well-being of all students.
School principals:
a. Create and maintain a school climate and culture of high expectations and enable
1
school personnel to support the academic growth and well-being of all students,
b. Ensure alignment of the school's learning goals and classroom instruction to the
2
state's student academic standards, and the district's adopted curricula and K-12
reading plan,
C. Develop a structure that enables school personnel to work as a system and focus on
3
providing evidence -based intervention, acceleration, and enrichment that meet
student needs,
d. Promote the effective use of data analysis with school personnel for all student
4
subgroups and provide coaching to improve student learning and minimize or
eliminate achievement gaps,
e. Ensure all students demonstrate learning growth through a variety of ongoing
5
progress monitoring data as evidenced by student performance and growth on local,
statewide, and other applicable assessments as stipulated in section 1008.22, F.S.;
f. Manage uncertainty, risk, competing initiatives, and the dynamics of change by
6
providing support and encouragement, and openly communicating the need for,
process for, and outcomes of improvement efforts, and
g. Ensure and monitor the implementation of the Florida Educator Accomplished
7
Practices as described in Rule 6A-5.065, F.A.C., by all instructional personnel.
5. Learning Environment
Effective educational leaders cultivate a caring, rigorous, and supportive school community that promotes the academic
success and well-being of all students. School principals:
a. Develop and maintain routines and procedures that foster a safe, respectful, and
8
student -centered learning environment,
b. Cultivate and protect a comprehensive system that establishes a culture of learning,
9
which includes policies and procedures to address student misconduct in a positive,
fair, and unbiased manner,
C. Deliver timely, actionable, and ongoing feedback about instructional practices driven
10
by standards -aligned content to support and coach the development of instructional
personnel's knowledge and skills, and
d. Provide opportunities for instructional personnel to recognize, understand, and
11
respond to student needs to minimize or eliminate achievement gaps.
6. Recruitment and Professional Learning
Effective educational leaders build the collective and individual professional capacity of school personnel by creating support
systems and offering professional learning to promote the academic success and well-being of all students. School principals:
a. Recruit, hire, develop, support, and retain diverse, effective, and caring instructional
21
personnel with the professional capacity to promote literacy achievement and the
academic success of all students,
b. Attend to personal learning and effectiveness by engaging in need -based professional
22
learning, modeling self -reflection practices, and seeking and being receptive to
feedback,
C. Identify instructional personnel needs, including standards -aligned content, evidence-
23
based pedagogy, use of instructional technology, and data analysis for instructional
planning and improvement,
d. Develop a school -wide professional learning plan based on the needs of instructional
24
personnel and students, and revise elements of the plan as needed,
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Alignment to the Florida Educational Leadership Standards,
School Descriptors
Evaluation Indicators
e. Develop school personnel's professional knowledge and skills by providing access to
25
differentiated, need -based opportunities for growth, guided by understanding of
professional and adult learning strategies,
f. Monitor and evaluate professional learning linked to district- and school -level goals
26
to foster continuous improvement,
g. Monitor and evaluate professional practice, and provide timely, actionable, and
27
ongoing feedback to assistant principals and instructional personnel that fosters
continuous improvement,
h. Provide time and resources to establish and sustain a professional culture of
28
collaboration and commitment to the shared educational vision, mission, and core
values of the school with mutual accountability, and
i. Adhere to the professional learning standards adopted by the State Board of
29
Education in Rule 6A-5.069, F.A.C., in planning and implementing professional
learning, monitoring change in professional practice, and evaluating impact on
student outcomes.
7. Building Leadership Expertise
Effective educational leaders cultivate, support and develop other school leaders to promote the academic success and well-
being of all students. School principals:
a. Develop and support open, productive, caring, and trusting working relationships
17
among school leaders and other personnel to build professional capacity and improve
instructional practice driven by standards -aligned content,
b. Cultivate current and potential school leaders and assist with the development of a
18
pipeline of future leaders,
C. Develop capacity by delegating tasks to other school leaders and holding them
19
accountable, and
d. Plan for and manage staff turnover and succession, providing opportunities for
20
effective induction and mentoring of school personnel.
8. Meaningful Parent, Family, and Community Engagement
Effective educational leaders utilize multiple means of reciprocal communication to build relationships and collaborate with
parents, families, and other stakeholders to promote the academic success and well-being of all students. All school
administrators:
a. Understand, value, and employ the community's cultural, social, and intellectual
30
context and resources,
b. Model and advocate for respectful communication practices between school leaders,
31
parents, students, and other stakeholders,
C. Maintain high visibility and accessibility, and actively listen and respond to parents,
32
students, and other stakeholders,
d. Recognize parents, students, and other stakeholders for contributions and
33
engagement that enhance the school community; and
e. Utilize appropriate technologies and other forms of communication to partner with
34
parents, students, and families on student expectations and academic performance.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Appendix B — Observation Instruments for School Administrators
In Appendix B, the district shall include the observation rubric(s) to be used for collecting instructional
leadership data for school administrators.
Student Learning and Continuous School Imurovement
NOT OBSERVED (1)
• '
• '
Leader demonstrates little or
Leader is somewhat involved
Leader is directly involved in
Leader has modeled exemplary
no evidence of involvement in
in the implementation of the
the implementation of the
implementation of the CSUSA
implementing the CSUSA
CSUSA Educational Model,
CSUSA Educational Model,
Educational Model, curriculum design,
Educational Model, curriculum
curriculum design, instruction
curriculum design, instruction
instruction and assessment.
design, instruction and
and assessment, but
and assessment.
assessment.
struggles with full
Leader has demonstrated exemplary
implementation and/or
Leader regularly monitors
systems for monitoring; therefore, it is
monitoring the effectiveness.
effective school practices,
naturally part of the school culture.
ensuring it is part of the
school culture.
Leader innovates schoolwide practices
in instruction with continuous
improvement within all school
stakeholders and supports network
wide success in this area.
Leader is seen as a role model to
others within CSUSA.
Learning Environment
NOT OBSERVED (1)
1 • '
Leader demonstrates little
Leader is somewhat involved
Leader is directly involved in
Leader has modeled exemplary
or no evidence of
in the implementation of
the implementation of
implementation of cultivating a caring,
involvement in the
cultivating a caring, rigorous
cultivating a caring, rigorous
rigorous and supportive school community
implementation of
and supportive school
and supportive school
that promotes the academic success and
cultivating a caring,
community that promotes the
community that promotes the
well-being of all students.
rigorous and supportive
academic success and well-
academic success and well -
school community that
being of all students.
being of all students.
Leader has demonstrated exemplary
promotes the academic
systems for monitoring; therefore, it is
success and well-being of
Leader struggles with full
Leader regularly monitors
naturally part of the school culture.
all students.
implementation and/or
effective school practices,
monitoring the effectiveness
ensuring it is part of the school
Leader innovates schoolwide practices
Leader demonstrates little
in this area.
culture.
with continuous improvement within all
or no evidence of
school stakeholders and supports network
implementation or
wide success in this area.
monitoring in this area.
Leader is seen as a role model to others
within CSUSA.
Vision and Mission
NOT OBSERVED (1)
• '
• '
Leader demonstrates little
Leader is somewhat involved
Leader is directly involved in
Leader has modeled exemplary
or no evidence of
in the implementation of
the implementation of
implementation of cultivating a caring,
involvement in the
cultivating a caring, rigorous
cultivating a caring, rigorous
rigorous and supportive school community
implementation of
and supportive school
and supportive school
that promotes the academic success and
cultivating a caring,
community that promotes the
community that promotes the
well-being of all students.
rigorous and supportive
academic success and well-
academic success and well -
school community that
being of all students.
being of all students.
Leader has demonstrated exemplary
promotes the academic
systems for monitoring; therefore, it is
success and well-being of
Leader struggles with full
Leader regularly monitors
naturally part of the school culture.
all students.
implementation and/or
effective school practices,
monitoring the effectiveness
ensuring it is part of the school
Leader innovates schoolwide practices
Leader demonstrates little
in this area.
culture.
with continuous improvement within all
or no evidence of
school stakeholders and supports network
implementation or
wide success in this area.
monitoring in this area.
Leader is seen as a role model to others
within CSUSA.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Building Leadershiu Exuertise
NOT OBSERVED (1)
• '
Leader demonstrates little
Leader is somewhat involved in
Leader is directly involved in
Leader has modeled exemplary
or no evidence of
the implementation of cultivating,
the implementation of
implementation of cultivating, supporting and
involvement in the
supporting and developing other
cultivating, supporting and
developing other school leaders to promote
implementation of
school leaders to promote the
developing other school
the academic success and well-being of all
cultivating, supporting and
academic success and well-
leaders to promote the
students.
developing other school
being of all students.
academic success and well -
leaders to promote the
being of all students.
Leader has demonstrated exemplary
academic success and
Leader struggles with full
systems for monitoring; therefore, it is
well-being of all students.
implementation and/or
Leader regularly monitors
naturally part of the school culture.
monitoring the effectiveness in
effective school practices,
Leader demonstrates little
this area.
ensuring it is part of the school
Leader innovates schoolwide practices with
or no evidence of
culture.
continuous improvement within all school
implementation or
stakeholders and supports network wide
monitoring in this area.
Leader continually builds
success in this area.
capacity of their teams and
recommends highly effective
Leader is seen as a role model to others in
candidates for leadership
this area.
opportunities.
Leader recognizes accomplishments and
acknowledges failures while motivating
continuous improvement on areas of growth
within the school and throughout the network
of CSUSA schools.
Recruitment and Professional Learning
NOT OBSERVED (1)
•'
• '
Leader demonstrates little
Leader is somewhat involved in
Leader is directly involved in the
Leader has modeled exemplary
or no evidence of
the implementation of building
implementation of building the
implementation of building the collective
involvement in the
the collective and individual
collective and individual
and individual professional capacity of
implementation of building
professional capacity of school
professional capacity of school
school personnel by creating support
the collective and
personnel by creating support
personnel by creating support
systems and offering professional learning
individual professional
systems and offering
systems and offering professional
to promote the academic success and well -
capacity of school
professional learning to
learning to promote the academic
being of all students.
personnel by creating
promote the academic success
success and well-being of all
support systems and
and well-being of all students.
students.
Leader has demonstrated exemplary
offering professional
systems for monitoring; therefore, it is
learning to promote the
Leader struggles with full
Leader regularly monitors
naturally part of the school culture.
academic success and
implementation and/or
effective school practices,
well-being of all students.
monitoring the effectiveness in
ensuring it is part of the school
Leader innovates schoolwide practices with
this area.
culture.
continuous improvement within all school
Leader demonstrates little
stakeholders and supports network wide
or no evidence of
Leader provides differentiated
success in this area.
implementation or
professional learning
monitoring in this area.
opportunities for staff.
Leader is seen as a role model to others in
this area.
Leader recognizes accomplishments and
acknowledges failures while motivating
continuous improvement on areas of growth
within the school and throughout the
network of CSUSA schools.
Participates in hiring events to support
other schools.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Meaningful Parent. Familv, and Communitv Engagement
NOT OR
11010110
Leader demonstrates little or
Leader is somewhat involved
Leader is directly involved in the
Leader has modeled exemplary implementation
no evidence of involvement
in the implementation of
implementation of utilizing
of utilizing multiple means of reciprocal
in the implementation of
utilizing multiple means of
multiple means of reciprocal
communication to build relationships and
utilizing multiple means of
reciprocal communication to
communication to build
collaborate with parents, families, and other
reciprocal communication to
build relationships and
relationships and collaborate
stakeholders to promote the academic success
build relationships and
collaborate with parents,
with parents, families, and other
and well-being of all students.
collaborate with parents,
families, and other
stakeholders to promote the
families, and other
stakeholders to promote the
academic success and well-
Leader has demonstrated exemplary systems for
stakeholders to promote the
academic success and well-
being of all students.
monitoring; therefore, it is naturally part of the
academic success and well-
being of all students.
school culture.
being of all students.
Leader regularly monitors
Leader struggles with full
effective school practices,
Leader innovates schoolwide practices with
Leader demonstrates little or
implementation and/or
ensuring it is part of the school
continuous improvement within all school
no evidence of
monitoring the effectiveness in
culture.
stakeholders and supports network wide
implementation or
this area.
success in this area.
monitoring in this area.
Leader intentionally plans for
opportunities to collaborate and
Leader is seen as a role model to others in this
build relationships with all
area.
stakeholders.
Leader recognizes accomplishments and
acknowledges failures while motivating
continuous improvement on areas of growth
within the school and throughout the network of
CSUSA schools.
School Operations, Management,
and Safety
NOT OBSERVED (1)INNOVATING
Leader demonstrates little or no
Leader is somewhat involved
Leader is directly involved in
Leader has modeled exemplary implementation of
evidence of involvement in the
in the implementation of
the implementation of
managing school operations and resources to
implementation of managing
managing school operations
managing school operations
cultivate a safe school environment to promote
school operations and
and resources to cultivate a
and resources to cultivate a
the academic success and well-being of all
resources to cultivate a safe
safe school environment to
safe school environment to
students.
school environment to promote
promote the academic
promote the academic
the academic success and well-
success and well-being of all
success and well-being of all
Leader has demonstrated exemplary systems for
being of all students.
students.
students.
monitoring; therefore, it is naturally part of the
school culture.
Leader demonstrates little or no
Leader struggles with full
Leader regularly monitors
evidence of implementation or
implementation and/or
effective school practices,
Leader innovates schoolwide practices with
monitoring in this area.
monitoring the effectiveness
ensuring it is part of the
continuous improvement within all school
in this area.
school culture.
stakeholders and supports network wide success
in this area.
Leader is seen as a role model to others in this
area.
Leader is responsible for directly reporting to their
governing board and has gained the respect of
the board.
Leader recognizes accomplishments and
acknowledges failures while motivating
continuous improvement on areas of growth
within the school and throughout the network of
CSUSA schools.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
Professional and Ethical Norms
NOT OBSERVED (1)
• '
• '
Leader demonstrates little
Leader inconsistently acts
Leader consistently acts ethically
Leader has modeled exemplary behavior, acting
or no evidence of acting
ethically and according to
and according to professional
ethically and according to professional norms to
ethically and according to
professional norms to promote
norms to promote the academic
promote the academic success and well-being of
professional norms to
the academic success and well-
success and well-being of all
all students.
promote the academic
being of all students.
students.
success and well-being of
Leader has demonstrated exemplary systems for
all students.
Leader struggles with full
Leader regularly monitors effective
monitoring; therefore, it is naturally part of the
implementation and/or
school practices, ensuring it is part
school culture.
Principal makes no
monitoring the effectiveness in
of the school culture.
attempt to perform
this area.
Leader innovates schoolwide practices with
activities related to
Leader is aware of and adheres to
continuous improvement within all school
professional protocols.
Leader is aware of CSUSA's
CSUSA professional protocols.
stakeholders and supports network wide success in
professional protocols but does
this area.
not demonstrate them
consistently or fails to follow
Leader is recognized as a leader in this area,
through with attempts to do so.
helping others demonstrate CSUSA professional
protocols.
Appendix C — Student Performance Measures
In Appendix C, the district shall provide the studentperformance measures to be usedfor calculating the
performance of students for school administrators.
MikfUrlyrMpirm, III
Grade Levels Served Assessment(s) Performance Standard(s)
Grades K-10 Northwest Evaluation The percent of the school's students
Association's Measures of meeting their customized normative
Academic Progress: Math and ELA growth targets in Math and ELA from the
fall to the spring.
Grades 11-12 Northwest Evaluation The percent of the school's students
Association's Measures of improving their projected ACT/SAT
Academic Progress: Math and ELA aligned scores from the prior year.
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023
School Administrator Evaluation System
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
PPE/APPE
1.26 Unsatisfactory
PPE/APPE 2.85 Effective
Growth
1.00 Unsatisfactory
Growth 4.00 Highly Effective
FINAL SCORE
1.09 Unsatisfactory
FINAL SCORE 3.34 Highly Effective
C H A R T E R
Leader Name:
School:
Position:
SCHOOLS
kS A
Charter Schools USA Leadership Evaluation System
School Year
Final Score:
Final Rating:
55% Instructional Leadership:
45% Student Performance
Supervisor Signature/Date:
Employee Signature/bate:
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Rule 6A-5.030, F.A.C. (CSUSA_2023-2026) FORM AEST-2023