Focused Evaluations Sample Clauses
Focused Evaluations. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of Proficient (level 3) or above in the previous school year are required to complete a focused evaluation as prescribed by law. A focused evaluation includes an assessment of one of the eight criteria selected for a performance rating plus professional growth activities specifically linked to the selected criteria. Teachers on focused evaluations shall have the option of selecting which one (1) of the eight (8) criteria will be assessed, plus the professional growth activities linked to that criterion. The role of the evaluator shall be to either approve the proposed activities or suggest modifications to produce a jointly agreed upon activity or activities. (see WAC 392-191A- 120) The selected criterion, however, must be approved by the teacher’s evaluator and may have been identified in a previous comprehensive summative evaluation as benefiting from additional attention. A group of teachers may focus on the same evaluation criterion and share professional growth activities. If the employee chooses criterion 1, 2, 4, 5, or ▇, ▇/he must also complete the student growth components in either criterion 3 or criterion 6. Teachers shall have the option of being evaluated as a member of a team or as an individual. The evaluator must assign a summative evaluation performance rating for the focused evaluation using the methodology adopted by the Superintendent of Public Instruction for the instructional framework being used. A teacher may be transferred from a focused evaluation to a comprehensive summative evaluation at the request of the teacher or at the direction of the teacher’s evaluator. The request of the teacher must be received in writing by the Superintendent’s office no later than August 1. The direction of the evaluator must be communicated during the prior year’s final evaluation conference based on concerns related to one of the other evaluative criteria. That concern and that direction shall be shared with the teacher in writing at that time.
Focused Evaluations. In the years when a comprehensive summative evaluation is not 8 required, classroom teachers who received a comprehensive summative evaluation performance 9 rating of Proficient (level 3) or above in the previous school year are required to complete a 10 focused evaluation. A focused evaluation includes an assessment of one of the eight criteria 11 selected for a performance rating plus professional growth activities specifically linked to the 12 selected criterion. The selected criterion must be approved by the teacher’s evaluator and may 13 have been identified in a previous comprehensive summative evaluation as benefiting from 14 additional attention. A group of teachers may focus on the same evaluation criterion and share 15 professional growth activities. 16 17 Teachers on focused evaluations shall have the option of selecting which one of the eight criteria 18 will be assessed, plus the professional growth activities linked to that criterion. The role of the 19 evaluator shall be to either approve the proposed activities or suggest modifications to produce a 20 jointly agreed upon activity or activities. Employees will complete the TSD Focused Evaluation 21 Professional Goal Plan (Form I) 22 23 If the employee chooses criterion 1, 2, 4, 5, or 7, he/she must also complete the student 24 growth components in either criterion 3 or 6. 25 26 If the selected criterion for the focused evaluation has been determined to be non- 27 observable, a classroom-based observation will not be required. The selected student 28 growth component will be documented on the student growth goal setting template 29 (Form G). 30 31 A teacher may be transferred from a focused evaluation to a comprehensive summative 32 evaluation at the request of the teacher or at the direction of the teacher’s evaluator. Such 33 change must be initiated prior to December 15 and provided to the employee in writing. 34 36 Each employee shall have the opportunity for confidential conferences with his or her immediate 37 supervisor on no fewer than two occasions in each school year. Such confidential conferences 38 shall be for the purpose of aiding the administrator in his or her assessment of the employee’s 39 professional performance and to provide additional evidence by either the evaluator or teacher to 40 aid in this assessment against the instructional framework rubrics and/or for the teacher to 41 provide unobserved evidence of having met certain criteria and goals. The annual evaluation 4...
Focused Evaluations. Classroom teachers with a continuing contract and whose summative evaluation score the previous year was at least proficient will be on a focused evaluation unless the evaluator provides written rationale for remaining on the comprehensive evaluation, or the teacher received a basic or unsatisfactory summative final evaluation in the prior year. The summative score becomes the focused summative evaluation score for any of the subsequent years following the comprehensive evaluation in which the certificated classroom teacher is placed on a focused evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criteria, a level 4 (Distinguished) score may be awarded by the evaluator. Classroom teachers scheduled to be on a Focused Evaluation may choose to be on comprehensive evaluation if they notify their evaluator by November 30.
Focused Evaluations. The separate components of the demonstration that must be evaluated include, but are not limited to, the following:
i. LTC Reform, including the HCBS-like and PACE-like programs;
ii. RIte Care;
iii. Rite Share;
iv. The section 1115 Expansion Programs (Limited Benefit Programs), including but not limited to:
(1) Children and Families in Managed Care and Continued eligibility for Rite Care parents when kids are in temporary state custody;
(2) Children with Special Health Care Needs;
(3) Elders 65 and Over;
(4) HCBS for Frail Elders, HCBS for adults with disabilities, HCBS for Kids in residential diversion and HCBS for at risk/Medicaid eligible youth;
(5) Uninsured adults with mental illness/substance abuse problems;
(6) Coverage of detection and intervention services for at risk young children;
(7) HIV Services; v. The Marketplace Subsidy Program 124. Interim Evaluation of the Marketplace Subsidy Program. The state must submit an interim evaluation of the Marketplace subsidy program to CMS by September 1, 2014 that meets the requirements of the CMS-approved evaluation design. The state must evaluate the number of individuals who participate in the program compared against the number of individuals who were enrolled in RIte Care and RIte Share in December 31, 2013. The state must evaluate whether and how the change in the premium subsidy affected enrollment.
Focused Evaluations. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of Proficient (level 3) or above in the previous school year are required to complete a focused evaluation. A focused evaluation includes an assessment of one of the eight criteria selected for a performance rating plus professional growth activities specifically linked to the selected criteria.
Focused Evaluations. The separate components of the demonstration that must be evaluated include, but are not limited to, the following:
a) LTC Reform, including the HCBS-like and PACE-like programs;
b) RIte Care;
c) Rite Share;
d) The section 1115 Expansion Programs (Limited Benefit Programs), including but not limited to:
(1) Children and Families in Managed Care and Continued eligibility for Rite Care parents when kids are in temporary State custody;
(2) Children with Special Health Care Needs;
(3) Elders 65 and Over;
(4) HCBS for Frail Elders, HCBS for adults with disabilities, HCBS for Kids in residential diversion and HCBS for at risk/Medicaid eligible youth;
(5) Uninsured adults with mental illness/substance abuse problems;
(6) Coverage of detection and intervention services for at risk young children;
(7) HIV Services;
(8) Administrative Process flexibility; and