Student Growth Inquiry Sample Clauses

Student Growth Inquiry. If a teacher receives a low student growth score they must engage in at least one of four activities: • Triangulate student growth measures with other evidence and additional levels of student growth based on classroom, school, district and state-based tools; • Examine extenuating circumstances possibly including: goal setting process/expectations, student attendance, and curriculum/assessment alignment; and/or • Schedule monthly conferences with the teacher to discuss/revise goals, progress toward meeting goals, and best practices; and/or • Create and implement a professional development plan to address student growth areas.
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Student Growth Inquiry. Within two months of the certificated classroom teacher receiving the low student growth score or at the beginning of the following school year, whichever is later, the evaluator will initiate the following steps. The evaluator will examine additional student growth data in conjunction with the other student growth evidence previously provided. If the examination still results in a low student growth score, the evaluator will examine extenuating circumstances, which may include one or more of the following: goal setting process, content and expectations, student attendance, and/or extent to which standards, curricula, and assessments are aligned. If after the above two examinations, the classroom teacher still has a low student growth rating, the evaluator will create and implement a professional development plan to address student growth areas, a copy of which will be given to the teacher. This plan may include monthly conferences focused on improving student growth to include one or more of the following topics: student growth goal revision, refinement and progress, and/or best practices related to student growth data collection and interpretation.
Student Growth Inquiry. Within two months of receiving a low student growth score or at the beginning of the following school year, one or more of the following must be initiated by the evaluator:
Student Growth Inquiry. Required action initiated by the evaluator when a teacher receives a low student growth rating.
Student Growth Inquiry. If a teacher receives a low student growth score they must engage in at 14 least one (1) of four (4) activities:
Student Growth Inquiry. Pursuant to WAC 392-191A-100 Within two months of receiving the low student growth impact rating or at the beginning of the following school year, one or more of the following must be initiated by the evaluator:
Student Growth Inquiry. Within two months of receiving the low student growth score or at the beginning of the following school year, one or more of the following must be initiated by the evaluator: • Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices; • Examine extenuating circumstances which may include one or more of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned; • Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation; • Create and implement a professional development plan to address student growth areas.
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Student Growth Inquiry. Within two months of the certificated classroom teacher receiving the low student growth score or at the beginning of the following school year, whichever is later, the evaluator will initiate the following steps. The evaluator will examine additional student growth data in conjunction with the other student growth evidence previously provided. If the examination still results in a low student growth score, the evaluator will examine extenuating circumstances, which may include one or more of the following: goal setting process, content and expectations, student attendance, and/or extent to which standards, curricula, and assessments are aligned. 2645 2646 2647 2648 2649 2650 2651 2652 2653 2654 2655 2656 2657 2658 2659 2660 2661 2662 2663 2664 2665 2666 2667 2668 2669 2670 2671 2672 2673 2674 2675 2676 2677 2678 2679 2680 2681 2682 2683 2684 2685 2686 2687 2688 2689 2690 2691
Student Growth Inquiry. At any time during the evaluation cycle, within two (2) months of receiving the low (5-12) student growth score or at the beginning of the following school year (by October 1), one or more of the following must be initiated by the evaluator (WAC 392-191A-100), the teacher will select one of the following activities in which to engage. The evaluator may also select an additional activity.
Student Growth Inquiry. 3 Within two months of the certificated classroom teacher receiving the low student 4 growth score or at the beginning of the following school year, whichever is later, the 5 evaluator will initiate the following steps. 6 7 The evaluator will examine additional student growth data in conjunction with the 8 other student growth evidence previously provided. 9 10 If the examination still results in a low student growth score, the evaluator will 11 examine extenuating circumstances, which may include one or more of the 12 following: goal setting process, content and expectations, student attendance, 13 and/or extent to which standards, curricula, and assessments are aligned. 14 15 If after the above two examinations, the classroom teacher still has a low student 16 growth rating, the evaluator will create and implement a professional development 17 plan to address student growth areas, a copy of which will be given to the teacher. 18 This plan may include monthly conferences focused on improving student growth 19 to include one or more of the following topics: student growth goal revision, 20 refinement and progress, and/or best practices related to student growth data 21 collection and interpretation. 22
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