DRAFT Reform Redesign Report Gardner Elementary School Detroit City School District

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Reform Redesign Report
Gardner Elementary School
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Detroit City School District
Ms. Karen Doneghy
6528 MANSFIELD ST
DETROIT, MI 48228-5209
Document Generated On January 14, 2013
TABLE OF CONTENTS
Introduction
1
Executive Summary
3
Description of the School
School's Purpose
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Introduction
4
5
Notable Achievements and Areas of Improvement
6
Additional Information
7
Transformation Redesign Diagnostic
Introduction
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PART A: REFORM TEAM PERSONNEL
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PART B: TEACHING AND LEARNING PRIORITIES
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PART C: DEVELOP/INCREASE SCHOOL LEADERSHIP AND TEACHER EFFECTIVENESS
12
PART D: COMPREHENSIVE INSTRUCTIONAL REFORM STRATEGIES
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PART E: INCREASED LEARNING TIME AND COMMUNITY ENGAGEMENT
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PART F: PROVIDING OPERATIONAL FLEXIBILITY AND SUSTAINED SUPPORT
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Assurances Report
Michigan Department of Education Assurances
Priority Assurances
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Reform Redesign Report
Gardner Elementary School
Introduction
As a school identified by the Michigan Department of Education as a Priority school, you are required to select one of the four
federal models for your reform/redesign plan. If your school is selecting the closure or restart models, you should contact the
School Reform Office to discuss the next steps for implementing and documenting this effort. If selecting either the
Transformation or Turnaround model, you should review and respond to all individual requirements of the selected model.
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These plans are reviewed and need to be approved by the School Reform Officer.
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Gardner Elementary School
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Executive Summary
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Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
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challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
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provides teaching and learning on a day to day basis.
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Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
Gardner is an elementary school building with approximately three hundred students. We service prekindergarten through the fifth grade.
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We have one Principal and an Academic Engagement Administrator as well as two teachers per grade through grade three, grade four and
five has one teacher per grade, we have a first-second grade bilingual classroom as well as a fourth-fifth grade bilingual classroom and an
Instructional Specialist. We have Physical Education Teacher, Computer Lab Teacher and a Resource Teacher, two Educational
Technicians, and two School Service Assistants. We are located in Detroit in an area commonly referred to as Warrendale. Our
neighborhood has a long, rich history of being culturally diverse. Fifty-one percent of our population is English as a Second Language (ESL)
students. Thirty-two percent of our ESL students are Middle Eastern, fourteen percent are Hispanic, and five percent are African. Enrollment
over the past five years has declined overall but the last two years we have seen a dramatic increase. Our black population has increased by
nineteen percent while our white subgroup (which includes our Arabic population) has decreased by seventeen percent. There has been an
increase in our Special Education population by seven percent. Enrollment for 2011-2012 had increased by more than 10.5% since our
lowest population from 2005. Mobility and attendance are a challenge. ESL student's mobility fluctuates from year to year and within a year.
This subgroup tends to travel abroad for extended time periods but they return to us when they return to the country. Families have left to try
charter schools looking for Arabic language courses as part of the curriculum and also religion but many of them return. Our Hispanic
population is most stable. We tend to fluctuate in numbers of children we lose from each grade. The trend is when the oldest child is
promoted from our school; all of the siblings are then removed so the entire family may attend a charter school that has grade six through
eight. Gardner's attendance rate has fluctuated between eighty-five percent and ninety-six percent over the past five years. Students with
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disabilities tend to miss school more often due to physical and psychological issues and ESL students due to religious and cultural reasons.
The economic downturn has affected our families greatly. Many of them are living in rental properties, some of which were foreclosed on
forcing our families out and with rent being so high our families are forced to leave the area after only being here for a short time. This trend
has added to the already dramatic transiency issues Gardner faces.
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School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
In order to help all students become lifelong learners and to develop to their fullest potential, we believe a safe and healthy learning
environment is essential in promoting learning. We believe that our school environment is a positive, active, enjoyable and stimulating place
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to learn. Our curriculum is centered on experiences that address individual needs. The skills, values and competencies taught in our
curriculum will be usable to our students as they graduate and assume their adult roles in our community, nation and world. Gardner
Elementary is a culturally diverse school for bilingual/English language learners, enabling students from diverse backgrounds to feel
welcomed in an atmosphere where no one is a stranger. Our students model to the world that people of all cultures can coexist. The
administration, staff, parents and community work together to provide a caring, nurturing, academic atmosphere for students to grow strong
mentally, emotionally, physically and socially.
Vision Statement
At Gardner Elementary School, students work together to become their best in an environment rich in cultural diversity, with the support of
innovative technology, and the dedication of highly qualified administration and staff.
Mission Statement
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Many cultures, one goal¦to become our best!
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Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
Enrollment has risen over the last three years at Gardner Elementary. We attribute our strong academic reputation and welcoming,
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supportive culture as the driving influence behind the rise in student enrollment.
Prior to the change in the states cut scores for evaluating proficiency on the MEAP, Gardner students in grade 3-5 were making steady gains
in the areas of reading, mathematics and social studies. In the last year our kindergarten students have shown dramatic gains overall from
seventeen percent scoring Benchmark at the beginning of the year to seventy-three percent scoring Benchmark at the end of year, showing
their reading readiness for the first grade. Over the past three years second grade students have shown great gains in Oral Reading Fluency
as measured by the DIBELs assessment.
Gardner was also recognized by the district and the Michigan Department of Education for having a strong School Improvement Plan and it
has been designated as the "model" plan.
Gardner celebrates our cultural diversity with a Diversity Week celebration every year. Gardner's Diversity Week has become the model for
the districts citywide Multicultural International Festivals.
Gardner has established a partnership with the University of Michigan Dearborn Pre-Service Teachers Program and is actively influencing
well rounded teachers of the future which also helps us to be in tune with the newest techniques and research based practices in education.
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Gardner is the proud recipients of the Skillman Foundation Good Schools Making the Grade Award 2008.
Gardner is striving to achieve a ten percent increase in proficiency scores in Reading, Writing, Math, Science and Social Studies by the end
of the school year.
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
Gardner is a data driven environment. We have built a culture where high quality instruction is the expectation. We are a Professional
Learning Community. We collaborate and support each other. Gardner has developed Individualized Data Profiles (IDP) for each student
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and these IDPs are used to differentiate instruction and individualize instruction of all students at Gardner.
Our staff is highly qualified and highly motivated. One hundred percent of our teachers participated in a literature study on improving their
ability to make connections through literature with our culturally diverse population.
We are community service oriented and have established partnerships to provide additional services to our school family such as Mobile
Dentist, Gift of Sight, Thanksgiving Baskets, provide hats, coats and gloves, backpacks and supplies, uniforms, bicycles and much more.
We provide educational opportunities for parents through workshops and English as a Second Language (ESL) classes.
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At Gardner we try to create a warm caring, welcoming environment for students, parents, community and staff.
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Gardner Elementary School
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Transformation Redesign Diagnostic
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Introduction
The Transformation Model addresses four specific areas: 1) developing teacher and school leader effectiveness, which includes replacing
the principal who led the school prior to commencement of the transformational model; 2) implementing comprehensive instructional reform
strategies; 3) extending learning and teacher planning time and creating community-oriented schools; and 4) providing operating flexibility
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and sustained support.
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PART A: REFORM TEAM PERSONNEL
Please list the individuals involved in the development of this reform/redesign plan. Use a separate line to list each individual, and
include name, title or role, and email contact information.
Karen Doneghy, Principal
[email protected]
Dina Bonomo, Academic Engagement Administrator [email protected]
Lydia Pakenas, DFT, Teacher
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Jonathon Chisek, Instructional [email protected]
[email protected]
Shannon Cummings, [email protected]
Lee Craft, School Improvement [email protected]
Ethel Jones, Intervention [email protected]
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Leticia Stevenson, Parent
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PART B: TEACHING AND LEARNING PRIORITIES
State 2-3 big ideas for your reform/redesign plan that are intended to change teaching and learning in your school. At least one of
these should be instructional in nature. (These should come from the data dialogue that initiates your planning efforts.)
During our data dialogues, one common factor arose. That factor was our ability to use data to the fullest extent to drive instruction.
Therefore our big idea around utilizing student data is the use of Individualized Development Plan/Data Binders. Gardner has developed an
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Individualized Development Plan (IDP) which is used to gather multi-sources of data on each student in one location. This document then
allows teachers to be able to determine and track growth and intervention placement. The Instructional Specialist ensures teachers' IDPs are
current and instruction is being adjusted based on data. IDPs along with all other testing data are kept in each teacher's Data Binder. The
second big idea that came from our data dialogues is that we need to differentiate instruction across all content areas not just reading. We
are constantly assessing the needs of our individual students and creating interventions to enhance their learning. The use of differentiated
instruction is the method or tool we use. It is the means by which we can respond to the needs of all learners. Gardner teachers differentiate
in many of their instructional practices including learning centers, using leveled readers, and small group instruction. Data analysis is used to
drive our differentiated instruction within the classroom. Evidence of differentiation is documented in lesson plans and is a part of teacher
evaluation observations both formal and informal with the use of the Classroom Snapshot Tool observation form. The final big idea we are
using to drive instruction is the use of the Instructional Learning Cycle. We are going to use the Instructional Learning Cycle model to focus
our improvement efforts. The Instructional Learning Cycle (ILC) is a collaborative short-term process of instructional improvement. ILCs
focus the efforts of teacher teams on the implementation of instructional strategies linked to an identified school-wide priority. We will use the
model to examine our program, monitor its effectiveness, and to adjust instruction to align with student needs. This continuous ILC will keep
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us purposeful and focused in our instructional improvements.
State what data were used to identify these ideas.
Achievement data was analyzed from multiple assessment sources including Star Math and Reading/Early Literacy, Dynamic Indicators of
Basic Early Literacy Skills (DIBELS), Text Reading Comprehension (TRC), Burst Reading and Early Intervention, Michigan Educational
Assessment Program (MEAP), English Language Proficiency Assessment (ELPA), District Benchmark, end of chapter/unit and teachercreated assessments. We will also be implementing the Measures of Academic Progress (MAP) assessment this school year to further
assess student achievement. These assessments are both summative and formative in nature and the combination of assessing, progress
monitoring and differentiating instruction in all content areas will guide the turnaround for the school allowing us to make decisions before,
during and after instruction, and to determine essential professional development needs which will also contribute to rapid turnaround.
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PART C: DEVELOP/INCREASE SCHOOL LEADERSHIP AND TEACHER EFFECTIVENESS
Describe how the building principal was replaced or how the existing principal meets the 2 year rule. Please include the leader's
name and discuss how the leader meets the criteria for a turnaround principal.
High impact school leaders are one of the most influential levers in improving student achievement. High impact school leaders possess a
sophisticated level of knowledge and skill required to successfully improve the work around teaching and learning.
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Turnaround/Transformation school leaders, however, must also possess additional core competencies required to effectively address unique
issues that are characteristic of persistently failing schools. That being said, the District will take the following action steps to ensure each
Priority Schools are assigned a high-impact turnaround/transformation leader:
The District will conduct individual principal performance reviews to:
¢Assess each principal's performance relative to expected outcomes
¢Provide critical formative and summative feedback to inform each principal's work on how to effectively use resources to improve teaching
and learning
¢Determine professional growth needs and required district support
¢Provide insight relative to critical organizational and contextual factors that impact improvements in teaching and learning in each principal's
building
¢Promote personal self-reflection and continuous professional learning
¢Determine which principals meet the core requirements of a turnaround/transformation leader
In preparation for each performance conference, each principal will be required to prepare to discuss and bring supporting evidence in
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reference to the requirements listed below:
1.Describe the work that has been done to support improved teacher instructional practice.
2.Describe the work that has been done to improve learning for all students. (ELL, special needs students, etc.)
3.Describe how data and assessment is used in their respective buildings to drive continuous improvement in teaching and learning.
4.Describe how monetary, human, and community resources are maximized to support whole school improvement.
5.Describe how the principal engages parents and community members in efforts to improve student achievement.
Detail the collaborative (teacher and principal) process used to create a teacher and leadership evaluation plan and explain how
the evaluation includes student growth as a significant factor.
DPS has developed new eval processes for teachers & school leaders that is based on the following:a set of prof standards that define
effective teaching & leadership, student achievement outcomes & continuous improvement & accountability. PD & support must be directly
linked to perform. standards; & teachers & leaders must be held accountable for meeting these expectations.These understandings
represent the foundation from which the teacher & principal eval process was designed.The DPS Academic Plan puts the needs of children
front-&-center, but also specifically lists teacher effectiveness & accountability systems, including eval tools, as necessary to get the job
done.Excellent teaching must be at the center of any successful school district.Excellent teachers, however, are not simply "found" & left to
work magic in classrooms. Individuals at all levels of the district play a crucial role in this process-from district admin to principals, from
coaches to teachers-everyone must work to uphold rigorous standards for teaching & support teachers to attain it.Ensuring that our students
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have the best teachers from their first day in DPS until they graduate is the most critical responsibility we share. We recognize that in order to
make DPS excellent, we must all understand our common goal, continuously & objectively assess our progress as individuals & teams &
then take strategic steps to improve. Our new Teacher Eval & PD System put Detroit on a path to accomplish the ambitious goals we have
set for the district, its employees, & most importantly our students.The rubric upon which all evals are based sets clear, rigorous expectations
across multiple levels, & contains recommendations for pd in cases where teachers might demonstrate needed growth in a particular
competency.All teachers will receive regular feedback, & teachers who demonstrate below average development will receive feedback more
often & have the opportunity to engage in meaningful one-on-one & small group pd.In Detroit, we value our teachers immensely & are keenly
focused on teacher development.Success within our system requires partnerships at & across levels;between teachers as peer evaluators,
between principals as collaborators & thought-partners, & between principals & teachers.Only by creating a culture built around a common
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understanding of what good teaching is can we expect our teachers to flourish & our students to achieve the high standards we hold for
them.
The Teacher Development & Evaluation Rubric To ensure that we are assessing quality teaching in the classroom with most rigorous
standards, DPS will weight a teacher's eval as 60% of the total teacher eval score.The Teacher Development & Eval rubric is designed to
comprehensively define "excellent teaching" for DPS & provide a common lang through which we can discuss, evaluate, & professionally
develop our school-based staff to improve yr after yr.In order to eval teachers as objectively as possible, DPS will weight appropriate
standardized assessments (MEAP, MME, district quarterly benchmark assessments) as 25% of a teacher's eval score.MEAP scores will be
tracked for each student each yr & for teachers in MEAP-assessed subjects, the district will analyze trends in students' scores & assess
improvement over previous years.Those teachers whose students consistently improve in standardized assessments will be rated favorably;
those teachers whose students consistently do not improve will be rated unfavorably.
Principal Evaluation Tool/Process Effective school leaders are also critical to the work required to improve teaching & learning.Building a
community of instructional leaders who are able to support teachers in improving instructional practice & create the necessary structures &
systems required to effectuate this work is an essential element of comprehensive reform.Developing the capacity of school leaders to
support improvements in teaching & learning, requires that principals have access to meaningful prof learning opportunities that are aligned
to core competencies that define effective leadership & at the same time, meet each principal's individual learning needs. To that end, in Jan
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2013 DPS will begin the work of improving our existing principal eval system, in collaboration with a focus group of school principals that is
based on a continuous improvement model & shared accountability for student learning & achievement.The primary purpose of the eval
system is to improve the capacity of the principal to improve teaching & learning by:
¢Creating a shared vision of effective leadership
¢Providing meaningful feedback to principals that support the refinement of their work
¢Providing qualitative & quantitative data that drive the design/adjustments of the comprehensive principal pd plan
¢Creating a system of accountability
In addition, effective 8/9/10, DPS revamped principals' employment agreements & compensation structure to base each principal's tenure &
compensation upon certain specified performance indicators, particularly student achievement.Article VIII of the District's Administrative
Employment Agreement with principals provides that salary step advancements & annual performance reviews will include, but not be limited
to the following:
¢Achieving prescribed student performance targets
¢Management of budget-general purpose, school-based & federal
¢Student atten goals
¢Suspension/expulsion goals
¢Graduation goals
¢Thoughtful implementation of program recommendations as a result of school diagnostic reviews
¢Satisfactory completion & implementation of SIP academic plans
¢Participation & engagement in prescribed pd opportunities
¢Establish a school leadership team focused on strategies to dramatically increase student achievement as measured by national, state &
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District assessments.
Decisions regarding each principal's salary step advancement & contract renewal is based upon performance with respect to these
indicators.
Specify how the school will identify and reward school leaders, teachers, and other staff members who have increased student
achievement. Additionally, describe how the school will remove leaders and staff members who have been given multiple
opportunities to improve professional practice and have not increased student achievement outcomes.
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At the District level, school leaders tenure and compensation is based upon certain specified performance indicators, particularly student
achievement. Article VIII of the District's Administrative Employment Agreement with principals provides that salary step advancements and
annual performance reviews will include, but not be limited to, the following:
¢Achieving prescribed student performance targets
¢Management of budget - general purpose, school-based and federal;
¢Student attendance goals;
¢Suspension/expulsion goals;
¢Graduation goals;
¢Thoughtful implementation of program recommendations as a result of school diagnostic reviews;
¢Satisfactory completion and implementation of SIP academic plans;
¢Participation and engagement in prescribed professional development opportunities; and
¢Establish a school leadership team focused on strategies to dramatically increase student achievement as measured by national, state and
District assessments.
Decisions regarding each principal's salary step advancement (i.e., compensation) and contract renewal will be based upon his/her
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performance with respect to the above indicators.
At the school level, teachers and other staff members will be rewarded for reaching the student growth target and receive a highly effective
evaluation rating will be rewarded through a program being developed called Gardner School Spirit of Excellence Awards. The rewards team
is comprised of the principal, DFT union representative, another teacher, an Educational Technician, and a School Service Assistant. No
criteria is in place at this time because we are still in the planning stages, however, we will complete and outline a process for implementation
no later than September 2013. The rewards will consist of special parking space for a month, bonus preparation periods, recognized as
teacher of the month or staff person of the month. Other prizes will be donated by school partnerships such as dinner certificates, flowers,
fruit or gift baskets, etc. The honoree will be featured in the monthly school newsletter, special certificates and pins will be presented and
their names will be announced over the PA during the morning broadcast. At the end of the school year, the winners will be given a dinner in
their honor and receive a special award from the school, state representative, and district/school board. In addition, students who improve
their proficiency by 15% or more each year may attend a lock in overnight event at the end of the school year.
All staff undergoes an evaluation process. As part of the process, teachers receive opportunities to improve based on a Professional
Learning Plan developed in collaboration with the principal as well as regular observation results and coaching conferences. Other staff
completes a similar document called an Educational Development Plan that is also completed in collaboration with the principal and each
individual staff member identifying improvement goals. Their progress will be monitored throughout the year and where needed intervention
will be provided by the Instructional Specialist and Academic Engagement Administrator. If significant progress is not achieved the teacher
or staff member will receive an unsatisfactory rating, which will result in their release.
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Describe plans and timelines for ongoing, high quality, job embedded professional learning (subject specific pedagogy,
differentiated instruction or a deeper understanding of the community served). Show how professional learning is aligned and
designed to ensure that staff can facilitate effective teaching and learning and have the capacity to successfully implement the
school reform strategies.
Gardner has used results from the Comprehensive Needs Assessment (CNA) as well as perception data to create a professional
development plan that identifies ongoing, sustained professional development that is aligned to the School Improvement Plan as well as our
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Transformation Redesign Plan. These professional development opportunities include embedded professional development provided by our
instructional specialist, peer coaching during grade level meetings, in-house professional development on district development days as well
as staff meeting time provided by administration for teacher collaboration, district sponsored professional development aligned to curriculum
as well as individualized through PD360. We have identified focus areas for Professional Development aligned with our Big Ideas for the next
three school school years but will add professional development topics as data dictates and student needs areas change over the next three
years. This will enable us to build capacity of our instructional staff in order to facilitate effective teaching and learning as we implement
school reform strategies. The focus topics for professional development for the 2012-2014 school years are Professional Learning
Communities, Differentiated Instruction, and Data Dialogue/Using Data. Professional development will be aligned with instructional needs
and teachers will have an opportunity to implement skills and share ideas and collaborate in grade level and staff meetings. Needs areas are
also determined through teacher evaluations/Classroom Snapshoot Tool observations and professional development is suggested for the
varying needs of the teachers. Data Dialogue/Using Data professional development will take place bi-monthly on Wednesdays, PLC
workshops are scheduled annually in August and December with monthly visits from our PLC coach and Differentiated Instruction workshops
are scheduled bi-annually with additional opportunities weekly for individuals to use embedded resources. In addition, all instructional staff
has the opportunity to attend MRA in March for professional development geared towards Differentiated instruction and the new Gardner has
used results from the Comprehensive Needs Assessment (CNA) as well as perception data to create a professional development plan that
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identifies ongoing, sustained professional development that is aligned to the School Improvement Plan as well as our Transformation
Redesign Plan. These professional development opportunities include embedded professional development provided by our instructional
specialist, peer coaching during grade level meetings, in-house professional development on district development days as well as staff
meeting time provided by administration for teacher collaboration, district sponsored professional development aligned to curriculum as well
as individualized through PD360. We have identified focus areas for Professional Development aligned with our Big Ideas for the next three
school school years but will add professional development topics as data dictates and student needs areas change over the next three years.
This will enable us to build capacity of our instructional staff in order to facilitate effective teaching and learning as we implement school
reform strategies. The focus topics for professional development for the 2012-2014 school years are Professional Learning Communities,
Differentiated Instruction, and Data Dialogue/Using Data. Professional development will be aligned with instructional needs and teachers will
have an opportunity to implement skills and share ideas and collaborate in grade level and staff meetings. Needs areas are also determined
through teacher evaluations/Classroom Snapshoot Tool observations and professional development is suggested for the varying needs of
the teachers. Data Dialogue/Using Data professional development will take place bi-monthly on Wednesdays, PLC workshops are
scheduled annually in August and December with monthly visits from our PLC coach and Differentiated Instruction workshops are scheduled
bi-annually with additional opportunities weekly for individuals to use embedded resources. In addition, all instructional staff has the
opportunity to attend MRA in March for professional development geared towards Differentiated instruction and the new Common Core State
Standards (CCSS). Attached you will find our schedule. We will keep agendas and minutes for each workshop as evidence in our data
binders. At the end of each workshop we will take an evaluation from staff. We will use this perception data to inform us to the extent
individualized teacher goals and differentiated measures are successful and how to improve and proceed in planning for the future
professional development.. Attached you will find our schedule. We will keep agendas and minutes for each workshop as evidence in our
data binders. At the end of each workshop we will take an evaluation from staff. We will use this perception data to inform us to the extent
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individualized teacher goals and differentiated measures are successful and how to improve and proceed in planning for the future
professional development.
Detail how the school will implement strategies, such as increased opportunities for promotion and career growth, and/or flexible
working conditions, designed to recruit and retain staff to meet the needs of students in a transformational school.
The transformation/turnaround schools will work in conjunction with the Detroit Public Schools (DPS) Talent Acquisition Department, (TAD) in
the development of promotional opportunities and career growth as well as enhancing flexible work arrangements to meet the needs of staff.
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The District has a strategic focus on recruitment with most activities supplemented through face-to-face recruitment visits concentrated on
new sources for applicants. Job fairs, presentations at teacher training institutions and regional meetings are typical. Transformation
schools will benefit from sustainable relationships with institutions of higher education to recruit highly qualified individuals through traditional
and alternative certification routes. The Transformation/Turnaround Schools with support from the TAD will enhance its University
partnerships and expand upon its community based relationships for the purpose of sourcing highly effective teaching staff.
Project Pathways Transition to Teach Grant Program
A partnership initiative between Wayne State University (WSU), the Detroit Public Schools (DPS) and the Detroit Federation of Teachers
(DFT) designed to expedite the opportunities for current non-certified employees to obtain teacher certification and ultimately increase the
certified teacher pool for the district. Project Pathways will assist the Transformation Schools in increasing the pool of qualified teachers.
Michigan State University's Urban Immersion Teacher Program
Designed as a seven-week immersion experience, fellows work with the DPS Transformation Schools, youth and families. The intent of this
collaborative effort is to facilitate the readiness of teacher candidates to provide future leadership in urban education; which will facilitate
access, by DPS, to a talent pool for future employment recruitment. All fellows are assigned a master teacher/supervisor, engage in
orientation and reflective seminars, as well as receive in-depth exposure to DPS, Transformation Schools, community and resources.
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District-university Student Teacher Program
The Student Teacher Program is designed to attract pre-service teachers from the Detroit-area universities, as well as in and out-of -state
schools of education, by offering support through the final phase of the traditional teacher certification process. They are lead and mentored
by Transformation School's Cooperating Teachers.
Promotional Opportunity/Career Growth
The Transformation schools have numerous career path opportunities with regard to the advancement of Teachers. The positions include
both Instructional and Administrative responsibilities. Growth and/or Career Opportunities include, Cooperating Teachers, Coaches,
Instructional Specialists, Instructional Technologists, Academic Engagement Officer, Assistant Principals and Principals.
Flexible Working Conditions
The Transformation/Turnaround Schools with the support of the District's Compensation and Benefits Department will enhance retention
strategies by re-evaluating the existing compensation program and determining inequitable practices and making adjustments as
appropriate. There are plans for the incorporation of a wellness program, addressing the needs of the district's aging teacher population.
Additional efforts are being made to enhance the existing Family Medical Leave program, through the incorporation of earned vacation time
for absences occurring within such a period. Continuous use of the sick leave donation program will assist with retention efforts for teachers
struggling with medical related factors. Additional retention successes are expected due to the modifications of Teacher Performance
requirements thereby ensuring that highly effective teachers are placed within the district, ultimately positively impacting the environment for
staff and students.
At the school level, Gardner has a mentoring program for new teachers, we advertise our programs within the community with brochures,
and we foster a collaborative working environment (committee system for shared decision making) and have our community's support.
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Additionally, our school maintains its Highly Qualified staff by valuing a clean and safe environment for all, and the administration protects
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instructional time for teachers.
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PART D: COMPREHENSIVE INSTRUCTIONAL REFORM STRATEGIES
Specify how the school will use data to identify and implement an instructional program that is research-based and aligned from
one grade to the next, as well as with state standards.
Our school is data-driven.The school has selected the use of data to drive instruction because the research says the use of data to make
instructional decisions can improve the teacher's ability to meet students' learning needs. Abbott, D.(2008)A functionality framework for
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educational organizations:Achieving accountability at scale.In E. Mandinach & M. Honey, Data driven school improvement:Linking data and
learning(pp.257-276). New York:Teachers College Press & Boudett, Kathryn Parker, Data Wise A Step-byStep Guide to Using Assessment
Results to Improve Teaching and Learning, Harvard Education press, Cambridge, 2008.Our instructional priorities are determined by various
evaluations given throughout the school year.All assessments & instructional practices are research based & aligned to the curriculum as
well as with CCSS.Additionally all instructional practices are aligned through CCSS by gr level & across gr levels & subject areas to build on
student's prior knowledge & experiences.We will use this data to identify student's needs & align with instruction.Achievement data will be
analyzed from multiple assessment sources including MAP, DIBELS, TRC, Burst Reading & Early Intervention, MEAP, ELPA, attainment of
Grade Level Content Expectations (GLCE) &/or CCSS, Star Math & Reading/Early Literacy, Core Curriculum & teacher-created
assessments.We collect, analyze & use data on an ongoing basis to make program changes based on documented needs.Once we analyze
the data we plan & develop strategies based on target areas & best teaching practices.Our decisions are based on the varying needs of our
students.We use data to develop prevention, intervention, acceleration & assistance strategies as well as evaluate programs periodically to
determine barriers to implementation & student learning. Through analysis of current data Gardner has identified Reading as one specific
area to focus a year's learning cycle using interim data to drive instruction.
DPS's instructional staff & administrators are trained on authentic assessment measures.At Gardner our major reform strategies are based
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on PLCs as well as Differentiated Instruction (DI) which are both research based reforms.Our rational is that these reform initiatives will have
the biggest impact on student achievement. Gardner will use DI & PLCs to guide instruction. DI: PK-5 teachers will utilize best practices & DI
strategies, to help students achieve state standards in math, reading, writing, science & soc st. PLCs: Staff will collaborate with colleagues
(District Staff, WRESA School Facilitator & the MSU Intervention Specialist) to discuss & share research based best practices &
differentiated strategies & ideas that have proven to be successful.
We are currently studying research by John Hattie,(Hattie, J.(2009).Visible Learning:A synthesis of over 800 meta-analyses relating to
student achievement. New York:Routledge.) who after synthesizing over 800 meta-analyses on the factors that impact student achievement,
concluded that the best way to improve schools was to organize teachers into collaborative teams.As teams they would clarify what each
student must learn & the indicators of learning. The team will also track students to gather evidence of that learning on an ongoing basis, &
to analyze the results together so that they could learn which instructional strategies were working & which were not. We also refer to the
work of Robert Marzano,(2003)What works in schools:Translating research into action.Alexandria,VA:ASCD.Marzano came to a similar
conclusion when he described the PLC concept as "one of the most powerful initiatives for school improvement I have seen in the last
decade."
PLCs focus on building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning
for all students.Dr. Rick DuFour in Learning by Doing, A Handbook for Professional Learning Communities at Work, has provided us with a
step by step approach to PLCs as well as a case study, the research & rationale that supports PLC concepts.Each staff member has a copy
of Learning by Doing that we have divided into sections to discuss at our monthly professional developments throughout the schoolyear.
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DI goes hand in hand with what we are learning about being a PLC.We are constantly assessing the needs of our individual students &
creating interventions to enhance their learning.The use of DI is the method or tool we use.It is the means by which we can respond to the
needs of all learners as stated by Carol Ann Tomlinson in, The Differentiated Classroom. Stress is placed on differentiating content, process
& product.Many of the strategies Tomlinson speaks of are actually reinforcing existing practices our teachers have put in place already such
as learning centers, using leveled readers, small group instruction or complex instruction.For math we consult The Differentiated Math
Classroom: A Guide for Teachers, K-8 by Miki Murray.Murray shows us how to create tiered lessons that scaffold content.It provides
flexibility to challenge some & offer assistance to others.Her book shows us how to use cognitive processes.She compels us to consider
when planning that all math concepts have 3 components of learning:the language associated with the idea, language & conceptual
understanding, & the skills & procedures inherent in or connected to the concept. One of the ways we implement this reform is by offering
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extended learning opportunities such as 120 min reading block, & a 90 min math block, & extended day & year tutoring.
Describe how the school promotes the continuous use of individual student data (such as formative, interim and summative) to
inform and differentiate instruction to meet individual student needs.
Gardner has created Individualized Development Plans (IDP) to assist educators in collecting formative, interim and summative data from
multiple sources for each student in their class. The continuous updating of the student's IDP's assists the educator in the forming of small
groups for differentiated instruction. The IDP consists of MEAP Golden Package, Benchmark, MAP, DIBEL, STAR and BURST assessment
results as well as attendance information. Educators progress monitor students using DIBELS and BURST and end of the unit assessments,
this allows the teacher and leadership team to target the student's weakest areas and provide leveled activities derived from the data. ELL
students furthest from the state standards receive instruction in a bilingual classroom throughout the year (this placement is determined by
ELPA scores) and are also targeted in bilingual extended day instruction as well as extended year. Enrollment in extended day and year
programs as well as small group instruction and targeted students for support staff, are identified through performances on the MEAP,
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DIBELS, ELPA, Benchmark, and MAP Assessments. All educational team members have a data binder that consists of all classroom data.
The data team has binders containing schoolwide data. All data is stored in data binder and is analyzed and reviewed to ensure that
student's are improving within their grade level. Grade level meetings allow the opportunity to discuss intervention strategies and
implementation success as well as data analysis and the forming of achievement graphs to help chart and see data from different
perspectives. Teachers participate in Professional Learning Communities (PLC) and embedded professional development is provided during
grade level meetings to allow collaboration on instructional decisions. Data team members will analyze and breakdown assessment data to
identify the student's weakest areas. Teams will disaggregate the documented information and reflect on the effectiveness of the intervention.
Teams will use the data to appropriately place students in their proper leveled group, monitoring and adjusting bi-weekly. Post progress
monitoring data guides adjustments that are then reflected in weekly lesson plans. Staff meetings are also utilized for discussions and
planning across grade levels and disciplines. Teachers are also supported in their instructional practices by embedded professional
development and support from the Instructional Specialist as well as support from Educational Technicians, School Service Assistance and
aides.
Teachers are required to create standard based lesson plans with clearly stated differentiation techniques and groupings that are being
implemented. These plans are submitted weekly to the principal and available within the classroom. Teachers are to have observable and
obtainable objectives on the board. Instructional lessons are aligned using the districts pacing guide assuring all staff members are covering
same content. Teachers use a variety of formative and summative assessments throughout lessons to check for understanding considering
all learning styles. Teachers use their workshop centers to accommodate all learning styles. STAR, DIBELs, and BURST allow the teachers
to pre and post test as well as progress monitor throughout the school year. These activities are aligned from the data that is collected. Along
with the previous mentioned assessment tools, teacher use the end of the unit assessments and follow up questions for higher order
thinking. The open ended questions allow the teacher to check for depth of knowledge of topic. All educators focus on procedural routines
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for the 1st week, (pacing guide) to established norms and behavioral practices. Doing this assures having the time needed in a school day to
be able to reflect with the students and personalize instruction. While establishing norms for the classroom environment they also
established norms and behavioral practices for all grouping of students i.e., large group, small group, individual group. Having the access to
such programs as Accelerated Reading and Math, DIBELs, BURST, and STAR gives teachers the opportunity to use these activities to
support student learning. All teachers have access to document cameras and projectors. Each classroom consists of a minimum of two
working computers that have internet access. Classroom surveys of students' interest and individual meetings through workshop allow
teachers to understand the students' likes and dislikes.
All staff members and teachers keep in regular contact with parents ranging from greeting parents outside to phone calls, letters home and
monthly newsletters as well as three times a year at parent/teacher conferences. Professional Development is scheduled throughout the year
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to help parents better understand their access and usage of the district's Learning Village For Parents as well as other topics to help support
their child's learning. Teachers send homework with detailed instructions that allow parents to be helpful and engaged with their child's
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homework.
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PART E: INCREASED LEARNING TIME AND COMMUNITY ENGAGEMENT
Explain how the school will establish schedules and strategies that provide for increased time for all students to learn core
academic content by expanding the school day, week or year (specify the amount of time added). Include enrichment activities for
students and increased collaboration time for teachers.
Perception data and testing data collected expressed a need for increased instructional time. Gardner has implemented a 120 minute
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reading instructional block as well as a 90 minute math instructional block. The school has established a new schedule allowing for increased
instructional time during the day in all core subjects. Instead of teachers having five 45 minute preparation periods a week they only have
two. This means that the students attend physical education twice a week. However, the other three periods are spent in the classroom with
the homeroom teacher where they spend that instructional time learning core subject in depth. Students engage in online learning in the
media center now twice weekly. This instruction allows for deep engagement in social studies, science and math activities as well as
research. Fridays are now full days instead of a forty-five minute early dismissal. That time is being used for enrichment activities. An
advisory hour has been established where the students are receiving character education as well as learning entrepreneurial skills. In order
to make effective use of time outside of the classroom Mondays are always reading days at lunchtime. Students bring books to read after
they eat their lunches. On Fridays we have book talks to stimulate interest in reading and strengthen listening and speaking skills. In
addition, on Fridays the students are involved in clubs that they selected to participate in such as sports club, book club, board games,
chess, drama, foreign language, pep squad, and walking. Perception data collected from students and parents was used to structure the
offered enrichment courses on Friday. The creation of clubs has stimulated enthusiasm among all stakeholders. These clubs provide
motivation and are fun for the student, but they also impart knowledge. They allow the participants to apply knowledge and skills stressed in
school to real-life experiences. Occasional academic aspects of recreation activities can be pointed out, but the primary lessons learned in
recreational activities are in the areas of social skills, teamwork, leadership, competition, and discipline. Teacher lesson plans reflect specific
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instruction scheduled to address whole group, small group as well as individual instruction times. These areas will be monitored and
evaluated in observations performed by administration as well as through surreys taken from staff, students and parents.
The school year will be extended by six weeks during the summer learning program that will provide instruction in specified common core
objectives aligned with data from our needs assessment.
Teachers will have an extra hour on Wednesdays for collaboration after school during the established 2-hour meeting time. This time will be
used for planning, grade level meetings, professional development, committee meetings and team meetings.
Describe strategies for continuous engagement of families and community. Detail how the school will provide for the ongoing
family and community engagement.
Describe strategies for continuous engagement of families and community. Detail how the school will provide for the ongoing family and
community engagement.
Gardner Elementary develops a professional development/parent involvement calendar of events every year. This calendar includes a wide
variety of events for parents to attend. There are functions designed for developing the relationship between school and home such as our
annual Back to School Readiness, Open House, Curriculum Night, Parent Homework Support, Parent-Teacher Conferences, Family Math
and Science Game Night, Holiday Programs, Parent Book Club, Science Fair, Mother's Day Tea, Diversity Week, Transition Meetings, Field
Day and Honors Programs. We also provide many ways for parents to be involved. We have a Local School Community Organization
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(LSCO), parents on the School Improvement Team and volunteer opportunities for projects and fund raisers. We also provide workshop
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opportunities for parents on a variety of topics. We survey parents a couple times a year to find out what topics they are interest them.
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Gardner Elementary School
PART F: PROVIDING OPERATIONAL FLEXIBILITY AND SUSTAINED SUPPORT
Describe how the district will provide the school with operational flexibility (staffing, calendars, time, budgeting) to implement a
comprehensive approach to substantially increase student achievement and increase graduation rate.
The District in collaboration with the Detroit Federation of Teachers negotiated new contractual language allowing for operational flexibility
that will support school transformation/turnaround efforts. This operational flexibility includes flexibility with staffing, school calendars, school
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times, budgeting, professional development activities, and other operational duties that will support the comprehensive approach to
substantially increase student achievement and increase graduation rates.
Describe how the district will ensure that the school receives ongoing, intensive Technical Assistance and related support from
the district lSD, Michigan Department of Education, or other designated external partners or organizations.
The District has created an Office of School Turnaround which includes the following staff:
(2) Assistant Superintendent for Priority Schools - The Assistant Superintendents are responsible for the coordination of all Priority School
support (external supports, such as WRESA Coach support, SEA support, partner providers and others), monitoring, and evaluation
required to fully implement the selected reform model. In addition, the Assistant Superintendents will be responsible for monitoring the
effectiveness of the level and type of support provided by external supports.
Priority School Coaches - Priority School Coaches are responsible for providing on-site professional development and support for principals
and teachers around the work required to implement the reform model and change the trajectory of student achievement. Coaches are also
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responsible for collecting data and evidence that will be shared with the Assistant Superintendents for Priority Schools and the Office of
Professional Development to inform the professional development and support program for each school.
Grant Compliance Officer - The Grant Compliance Officer will support the District in determining how to effectively utilize the District set-aside
to meet the individual needs of all Priority Schools.
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Gardner Elementary School
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Assurances Report
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Michigan Department of Education Assurances
Priority Assurances
Assurance
Certified
Yes
Detroit Educator Evaluation
Process
A Professional Growth Model:
Ensuring an Excellent Education
for Every Student
Published 2012
Detroit Public Schools
Detroit_Educator_Evaluation_Pro
cess_Manual(revised).pdf
Yes
Gardner Parent
Involvement/Professional
Development Calendar 2012-2014
GardnerProfessionalDevelopment
-ParentInvolvementCalendar1213Reform Plan.doc
Yes
Gardner has a 120 min reading
instructional block and a 90 min
math instructional block. The
school has a new schedule
allowing for increased instructional
time during the day in all subjects.
Instead of teachers having (5) 45
minute prep periods a week they
only have 2. Students are
scheduled in the media center
twice weekly for increased
instructional time in soc st,
science and math activities and
research. Fridays are full days
instead of a 45 minute early
dismissal. The school yr will be
extended by six weeks. Two hours
of teacher collaboration is built
into schedule weekly.
Gardner Sample Increased
Instructional Minutes BreakDown.docx
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Our school has implemented an evaluation process, which includes a
significant connection with student growth, to assess the effectiveness of
teachers and leaders working in our school. (Attach a copy of the
evaluation tool below.)
Comment/Attachment
Our school has a Professional Development calendar that supports the
reform effort selected for our school. (Attach a copy of the professional
development calendar below.)
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Our school has implemented an extended learning time model to increase
instructional time as evidenced by our daily school schedule, teacher
collaboration schedule and student schedule. (Attach a copy of the
schedule(s) below.)
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Our school provides additional time to improve student learning and
engagement through enrichment activities for students.
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Yes
The students are involved in clubs
that they selected to participate in
such as sports club, book club,
board games, chess, drama,
foreign language, pep squad, and
walking. These clubs provide
motivation and fun for the student.
They allow the participants to
apply knowledge and skills
stressed in school to real-life
experiences. Occasional
academic aspects of recreation
activities can be pointed out, but
the primary lessons learned in
recreational activities are in the
areas of social skills, teamwork,
leadership, competition &
discipline. We also have character
ed for all once a week.
Gardner Fun Club 2012-2013.doc
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Our school provides time for teachers to collaborate, plan and engage in
professional development within and across grades and subjects.
Yes
Our school District has a Memorandum of Understanding or Collective
Bargaining Agreement with the Local Education Association regarding the
measures required to implement the reform/redesign plan. Alternately,
Yes
Public School Academies without a Local Education Association can
provide documentation of board approval of the submitted reform plan.
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Teachers will have an extra hour
on Wednesdays for collaboration
after school during the established
2-hour meeting time. This time
will be used for planning, grade
level meetings, professional
development, committee meetings
and team meetings. This is also
reflected in our professional
development calendar attached in
the professional development
section.
DAEOE.LOA.PrioritySchools.pdf
Page 26
www.advanc-ed.org
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Detroit Educator Evaluation Process
A Professional Growth Model: Ensuring an
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Excellent Education for Every Student
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Published 2012
Detroit Public Schools
Detroit Educator Evaluation Process Published
2012
Table of Contents
Overview ....................................................................................................................................................... 3
Why We Need an Updated Teacher Evaluation System ............................................................................... 3
Executive Order............................................................................................................................................. 4
Michigan Law ................................................................................................................................................ 7
Pieces of the Teacher Evaluation Process ..................................................................................................... 8
Five Core Elements........................................................................................................................................ 9
Performance Level Ratings ......................................................................................................................... 10
Student Growth Information ...................................................................................................................... 11
Observer Guidelines.................................................................................................................................... 12
Request for Assistance and Support ........................................................................................................... 14
Teacher Evaluation At – A – Glance ............................................................................................................ 15
PD360 and OBSERVATION360 .................................................................................................................... 16
FORMS......................................................................................................................................................... 16
Teacher Evaluation Rubric Overview .......................................................................................................... 17
Professional Learning Plan .......................................................................................................................... 20
End of Year Teacher Evaluation Form Example .......................................................................................... 21
Calculation and Reporting........................................................................................................................... 22
RETENTION RATING SCORING..................................................................................................................... 23
Detroit Educator Evaluation Process Published
2012
Overview
This process provides teachers and administrators with a professional growth model that allows
teachers to reflect, assess, discuss, and refine their teaching practice. This is a collaborative
model that is based on feedback from administrators and teachers and aligned to Charlotte
Danielson’s Framework for teaching.
The Purpose of Evaluations:
•
•
Determine the effectiveness of teachers and school administrators ensuring that they
are given ample opportunities for improvement.
Promote, retain, and develop teachers and school administrators, including providing
relevant coaching, instructional support, or professional development.
MCL 380.1249(1)(d)
Why We Need an Updated Teacher Evaluation System
The Detroit Public Schools Academic Plan sets out to create a system of schools in which all
children learn every day. We must come together in support of our children — not only for
their future, but also for the future of Detroit. We are creating schools in which everyone is
learning more than was expected of them in the past. We will develop standards and a
curriculum based on Common Core Standards to ensure higher levels of achievement for
everyone by 2015. Everyone understands that learning is a process. There will be more
chances and support to get it right, and more opportunities for educators to improve their
skills. In order to see our students grow, our educators must grow. Evaluation is a must
because we can not expect what we do not inspect! Our approach for every learner and
every educator will be positive reinforcement for making progress toward the goal.
AND MOST OF ALL THAT EVERYONE IS LEARNING!
Remember that all professionals take part in a performance evaluation system.
 It’s about checks and balances. We must have a system to show the effectiveness of our
teaching staff and administrators.
 For DPS, this is an opportunity to show that the labels of “high risk”, “failing”, and
“underachievers”, are not the defining characteristics of our school system.
The Detroit Teacher Evaluation is comprised of multiple measures. Observations are just one
part of the evaluation. Teachers are also encouraged to complete a Professional Learning Plan,
collect data and artifacts to provide evidence of their effectiveness for each of the elements of
the evaluation system. This system is for instructional teaching staff based in schools.
Detroit Educator Evaluation Process Published
2012
Executive Order
DETROIT PUBLIC SCHOOLS
Roy S. Roberts
Emergency Manager
ORDER
Adopting a Teacher Staffing and Reduction Policy
Order 2012-EMRR-8
BY THE POWER AND AUTHORITY VESTED IN THE EMERGENCY MANAGER
FOR THE SCHOOL DISTRICT OF THE CITY OF DETROIT, MICHIGAN
(“EMERGENCY MANAGER”) PURSUANT TO MICHIGAN’S
PUBLIC ACT 4 OF 2011, THE LOCAL GOVERNMENT AND SCHOOL DISTRICT FISCAL ACCOUNTABILITY ACT,
ROY S. ROBERTS, THE EMERGENCY MANAGER,
ISSUES THE FOLLOWING ORDER:
Whereas on or about March 16, 2011, the Local Government and School District
Fiscal Accountability Act, Public Act 4 of 2011, (“Public Act 4”) was enacted to
safeguard and assure the fiscal accountability of units of local government,
including school districts; to preserve the capacity of units of local government to
provide or cause to be provided necessary services essential to the public health,
safety and welfare of citizens; and
Whereas, pursuant to Public Act 4, the Emergency Manager may exercise any
powers of the Chief Administrator, Superintendent and or the Board under the
Michigan Revised School Code, State School Aid Act; or any other law which
prescribes authority to the local Superintendent or School Board; and
Whereas, pursuant to Public Act 4, the Emergency Manager has broad powers in
receivership to rectify the financial emergency and to assure the fiscal
accountability of the school district and its capacity to provide or cause to be
provided necessary educational services essential to the public health, safety and
welfare; and
Whereas, pursuant to the Teacher Tenure Act, MCL 38.93, a school district
employing teachers on continuing tenure shall ensure that teachers are provided
annual year-end performance evaluations in accordance with section 1249 of the
revised school code; and
Whereas, MCL 380.1248 et seq., of the Michigan Revised School Code; which
applies to policies regarding personnel decisions involving reduction in force,
Detroit Educator Evaluation Process Published
2012
layoff, elimination of positions and recall of teachers as well as staffing and
program reduction:
1. Prohibits the use of length of service or tenure as a primary or
determining factor in personnel determinations as described in the
preceding paragraph; and
2. Requires the adoption, implementation, maintenance and
compliance with a policy that ensures the retention of effective
teachers; and
Whereas, MCL 380.1248 and 380.1249 provide criteria and guidance for policies
regarding teacher and school administrator evaluations.
IT IS HEREBY ORDERED:
1. That, the “Teacher Staffing and Reduction Policy” as set forth below shall be
adopted by the School District of the City of Detroit effective July 1, 2011.
NEW POLICY
Teacher Staffing and Reduction Policy
It is the policy of the School District of the City of Detroit that all teacher
personnel decisions shall be based on retaining effective teachers in accordance
the Michigan Revised School Code. The effectiveness of teachers shall be
measured in accordance with the District’s performance evaluation system and
shall be based upon the following factors:
1. Individual performance shall be the majority factor in making personnel
decisions, and shall consist of, but is not limited to, all of the following:
A. Evidence of student growth, which shall be the predominant factor in
assessing an employee’s individual performance.
B. The teacher’s demonstrated pedagogical skills, including at least a special
determination concerning the teacher’s knowledge of his or her
subject area and the ability to impart that knowledge through
planning, delivering rigorous content, checking for and building
higher-level understanding, differentiating, and managing a
classroom; and consistent preparation to maximize instructional
time.
Detroit Educator Evaluation Process Published
2012
C. The teacher’s management of the classroom, manner and efficacy of
disciplining students, rapport with parents/guardians and other
teachers, and ability to withstand the strain of teaching.
D. The teacher’s attendance and disciplinary record, if any.
2. Significant, relevant accomplishments and contributions. This factor shall be
based on whether the individual contributes to the overall performance of
the school by making clear, significant, relevant contributions above the
normal expectations for an individual in his or her peer group and having
demonstrated a record of exceptional performance.
3. Relevant special training. This factor shall be based on completion of relevant
training other than the professional development or continuing education
that is required by the employer or by state law, and integration of that
training into instruction in a meaningful way.
Length of Service or tenure status may only be considered by the administration
when making personnel decision if all other factors, as listed above, are
considered equal amongst the potentially affected teachers. A teacher who has
been rated as “ineffective” under the performance evaluation system shall not be
given any preference that would result in the teacher being retained over a
teacher who is evaluated as “minimally effective,” “effective” or highly effective”
under the performance evaluation system.
2. That, the Chief Human Resources Officer, by and through the Division of
Human Resources, and with the assistance of relevant personnel, shall facilitate
the administration and implementation of the “Teacher Staffing and Reduction
Policy”, the performance evaluation system and any other procedures or
guidelines necessary to effectuate this Order.
This Order may be amended, modified, repealed or terminated by any
subsequent Order issued by the Emergency Manager.
By:
Roy S. Roberts
Emergency Manager
School District of the City of Detroit
Dated: May 4, 2012
Detroit Educator Evaluation Process Published
2012
Michigan Law
As of 2009, Michigan law requires districts to evaluate teachers and
administrators annually using student growth as a significant factor:
380.1249 Performance Evaluation System.
With the involvement of teachers and school administrators, the board of a
school district or intermediate school district or board of directors of a public
school academy shall adopt and implement for all teachers and school
administrators a rigorous, transparent, and fair performance evaluation system
that:
(a) Evaluates the teacher’s or school administrator’s job performance at
least annually while providing timely and constructive feedback.
(b) Establishes clear approaches to measuring student growth and
provides teachers and school administrators with relevant data on
student growth.
(c) Evaluates a teacher’s or school administrator’s job performance, using
multiple rating categories that take into account data on student
growth as a significant factor. For these purposes, student growth
shall be measured by national, state, or local assessments and other
objective criteria.
(d) Uses the evaluations, at a minimum, to inform decisions regarding:
(i) The effectiveness of teachers and school administrators,
ensuring that they are given ample opportunities for
improvement.
(ii) Promotion, retention, and development of teachers and school
administrators, including providing relevant coaching,
instruction support, or professional development.
(iii) Whether to grant tenure or full certification, or both, to
teachers and school administrators using rigorous standards
and streamlined, transparent, and fair procedures.
(iv) Removing ineffective tenured and untenured teachers and
school administrators after they have had ample opportunities
to improve, and ensuring that these decisions are made using
rigorous standards and streamlined, transparent, and fair
procedures.
Detroit Educator Evaluation Process Published
2012
New Knowledge)
Pieces of the Teacher Evaluation Process
Detroit Educator Evaluation Process Published
2012
Five Core Elements
I.
Demonstrated Pedagogical Skills
II.
A.
Knowledge of Subject
B.
Planning for Instruction
C.
Delivery of Instruction
Student Growth as Predominant Factor
A.
Designing Assessments
B.
Utilizing Assessments in Instruction
C.
Demonstrating Student Growth
III. Classroom Management
A. Managing Instructional Time
B. Managing Student Behavior
C. Creating an Atmosphere of Mutual Respect
D. Creating and Facilitating a Learning Space
IV.
Relevant Special Training
A .Professional Learning and Growth
B. Reflecting on Teaching Practice
V.
Educator Responsibilities
A. Maintains a Stimulating Learning Environment
B. Maintains Accurate Grade Books, Lesson Plans, and Student Records
C. Uses a Variety of Techniques for Communicating Progress in a Timely Manner
D. Rapport with Colleagues, Parents, and Students
ADDITIONAL ELEMENTS THAT FACTOR INTO TEACHER EVALUATION ARE:
ATTENDANCE, DISCIPLINARY RECORD, ACCOMPLISHMENTS, AND
CONTRIBUTIONS
Detroit Educator Evaluation Process Published
2012
Performance Level Ratings
Each teacher will receive a rating at the end of the school year in one of four
performance levels:
Highly Effective: A highly effective teacher consistently exceeds expectations.
This is a teacher who has demonstrated excellence, as determined by an
administrator/ trained evaluator, in locally selected competencies reasonably
believed to be highly correlated with positive student learning outcomes. The
highly effective teacher’s students, in aggregate, have generally exceeded
expectations for academic growth and achievement based on guidelines.
Effective: An effective teacher consistently meets expectations. This is a teacher
who has consistently met expectations, as determined by an administrator/ trained
evaluator, in locally selected competencies reasonably believed to be highly
correlated with positive student learning outcomes. The effective teacher’s
students, in aggregate, have generally achieved an acceptable rate of academic
growth and achievement based on guidelines suggested by the Michigan
Department of Education.
Minimally Effective: A teacher who is rated as minimally effective requires a
change in performance before he/she meets expectations. This is a teacher who an
administrator/ trained evaluator has determined to require improvement in locally
selected competencies reasonably believed to be highly correlated with positive
student learning outcomes.
Ineffective: An ineffective teacher consistently fails to meet expectations. This is
a teacher who has failed to meet expectations, as determined by an administrator/
trained evaluator, in locally selected competencies reasonably believed to be highly
correlated with positive student learning outcomes. The ineffective teacher’s
students, in aggregate, have generally achieved unacceptable levels of academic
growth and achievement based on guidelines.
Detroit Educator Evaluation Process Published
2012
Student Growth Information
Student Growth will have the following percentages on the evaluation tool based on the
Michigan Compiled Law – MCL-380.1249(2)(a)(i)
• 2013-2014 – 25%
• 2014-2015 – 40%
• 2015-2016 – 50%
Until the state specifies the student growth model that will be used, district employees are able to
select a minimum of two data sources to show student growth. Below are some possible data
sources.
LIST OF DATA SOURCES
•
MEAP Scale Scores (3-8)
•
MME Scale Scores
•
DIBELS (K-3)
•
Benchmark Assessments
•
Classroom Assessments/Grades
•
Project Based Student Performance
•
IEP Goals
•
Standardized Assessments
•
ACT Explore/Plan
•
Graduation Rates
•
End of Course Assessments
•
Standardized Assessments
•
Other
Detroit Educator Evaluation Process Published
2012
Observer Guidelines
Teacher Evaluation is a yearlong opportunity for teachers to develop, refine,
rejuvenate and reflect upon their teaching practice in: pedagogical skills, student
growth, classroom management, relevant special training, and educator
responsibilities. The following information will help the evaluator and the teacher
successfully implement the Teacher Evaluation process.
September – November
All teachers receive an initial observation
Observations may be conducted by the principal or their designee
(DFT members are not able to conduct observations)
Use the Teacher Observation Form (checking “Initial Observation”
box) OR Observation360 electronic template
Use the Teacher Evaluation Rubric to determine where the teachers
fall on the scale based on observation
Observations do not need to be an entire class period but should be
long enough to capture adequate information on the element(s)
being observed
It is possible that you may not observe all elements or sub-elements;
record only what you do observe
Put an “X” in a rating box for each sub-element
Record any comments/recommendations for each element
Have each teacher complete a Professional Learning Plan (PLP)
Use the Professional Learning Plan Template or My Portfolio in
PD360
Conduct an initial meeting (post-observation) with the teacher
Review your observation with the teacher
Review the teacher’s PLP and make recommendations
o Administrator and/or designee and the teacher sign the PLP
Provide the teacher access to the evaluation materials: rubric,
observation form, etc.
Submit names of new teachers (1-3 years as certified teacher or
teachers new to the District) to the Office of Professional
Development
Detroit Educator Evaluation Process Published
2012
November-April (may begin sooner, if all of the above are completed)
Support and assist teachers
Recommend struggling teachers for additional support by submitting
the Request for Assistance and Support form to your Assistant
Superintendent
Recommend PD360 videos to support professional growth
Conduct additional observations as needed/desired
o Observations are conducted by the principal or their designee
(DFT members are not able to conduct observations)
o Use Teacher Observation Form (checking “Mid-Year
Observation” box) OR Observation360 Electronic template
o You must conduct a Mid-Year Observation (at least 1) for
struggling teachers and new teachers
Encourage and support teachers in implementing their PLPs
Teacher collects artifacts/documentation to support each core
element
See “Teacher Evaluation At-a-Glance” for additional ideas
April-May
Conduct end-of-year observation
Use “End of Year Teacher Evaluation” form OR Observation360
electronic template
Conduct teacher conference
Teacher brings artifacts/documentation as evidence for each core
element.
Determine, share, and record “Element Summary Score” (based on
End of Year Observations and Data)
Complete Annual Rating Form
Determine and record Effectiveness Label per rating scale
Record Attendance and Discipline information
Have teacher list Contributions and Accomplishments
Evaluator and Teacher sign forms
June – June
Year-Round Activities
Teacher continues to collect artifacts/documentation
Encourage and support teachers in implementing their PLPs
Detroit Educator Evaluation Process Published
2012
Request for Assistance and Support
This form is used to request assistance and professional development for non-tenured and tenured
certified teachers.
NAME OF EMPLOYEE: __________________________________________ SCHOOL: ________________
Please complete the following information as it relates to observed teaching performance. List the areas
of concern and the support that has been provided prior to this request.
AREA(S) OF CONCERN:
 Delivery of Instruction
 Classroom Management/Discipline
 Record Keeping
 Lesson Planning
 Knowledge of Subject
 Other
SUPPORT PROVIDED:
 Informal Observations- (Please specify dates)
 Classroom Assistance – (Please specify what
was provided)
 Individual Conferences/Meetings – (Please
specify dates)
 Professional Learning Plan – (Has one been
completed and reviewed?)
 Professional Development Opportunities (Please
list titles and dates)
 Specify any other support provided:
SUPPORT REQUESTED:
 Professional Development Specialist
 Content Area Instructional Specialist
Principal’s Signature
 Professional Development
 Other
Request Date
School Phone No.
Detroit Educator Evaluation Process Published
2012
Teacher Evaluation At – A – Glance
Sept.-Nov.
Nov.-April
Initial Observation
Develop PLP
Development and Support Which May Include:
Data Analysis
Implement PLP
Observations
PD 360
Peer Support
Professional Development
Reflection
Work with Content Area Specialist
Work with Professional Development Specialist
April-May
Final Observation
Conference
Review PLP
August
June
Final Rating Report to
State
July
On-going Professional Growth and Development
Detroit Educator Evaluation Process Published
2012
PD360 and OBSERVATION360
During the 2011-2012 school year, the district purchased an online, on-demand,
professional development portal for educators. This system allows teachers to
access more than 2,000 educational videos on a wide-array of topics including
pedagogical and instructional strategies. Teachers and administrators are able to
create a digital portfolio within the system and track the professional
development that they engage in online.
Observation 360 is a sister product to PD 360 that allows principals and other
authorized administrators to do an observation or walkthrough of a teacher using
an ipad, iphone, tablet, laptop or computer. Observation 360 is linked to PD 360,
so that as teachers get the results of their observation, they also get prescriptive
guidance on what learning segments they should use in PD 360—based on the
results of the observation.
To access PD 360, click on this hyperlink: www.pd360.com. Each staff member
has a username and password. The username is your dps email address and the
initial password is pd360.
To access Observation360, you must be an administrator authorized to conduct
observations. The link is as follows: www.pd360.com/observation360.
FORMS
All of the forms can be found on Learning Village under the Professional
Development tab. If you click on the hyperlinks below, you can access the
complete forms.
Request for Assistance and Support
Teacher Evaluation Rubric
Professional Learning Plan (PLP)
End of Year Teacher Evaluation Form
Teacher Evaluation Annual Rating Form
Detroit Educator Evaluation Process Published
2012
Teacher Evaluation Rubric Overview
CORE ELEMENT I. DEMONSTRATED PEDAGOGICAL SKILLS
A. Knowledge of Subject – In order to show expertise in demonstrating an extensive knowledge of the subjects they teach,
teachers engage students in practical activities that demonstrate the relevance, purpose, and function of subject matter to
make connections to the world beyond the classroom. They also demonstrate accurate knowledge in the content area and
provide instruction that is clear and logical. Teachers use in context, a variety of effective techniques, strategies, materials,
resources and/or activities developmentally appropriate to develop concepts.
B. Planning for Instruction – The plan for learning is critical to the teaching and learning experience that yields high results.
Highly effective teachers clearly articulate the instructional objectives to students. They plan standards-based instruction
through written lesson plans and demonstrate evidence of differentiation in each of the following areas: Cultural, racial,
social, abilities when designing the content, process, and product of student work and expectations. Teachers use multiple
approaches to appropriately assess student abilities and needs to plan instruction by creating inclusionary environments for
students with exceptional needs and abilities. Teachers ensure that there is full utilization of various kinds of literacy to
promote access to knowledge, e.g., numeracy, graphics, printed text, computers, artistic expression, and electronic media.
They implement these effective teaching strategies while incorporating appropriate use of district curriculum and pacing
charts in planning and delivery of instruction.
C. Delivery of Instruction – A teacher has effectively delivered the instruction when students exhibit that learning has taken
place. Students are developing their learning through what they do and are able to produce. The highly effective teacher
plans and uses different cognitive, affective, and psychomotor strategies to maximize learning and to accommodate
differences in the backgrounds, learning styles, abilities, aptitudes, interests, levels of maturity, and achievement of
students. A variety of teaching methodologies and techniques, e.g., lectures, demonstrations, group discussions,
cooperative learning, small-group activities are used throughout the academic day. Teachers know how to engage students
to utilize Higher Order thinking skills by analyzing, synthesizing, and evaluating new knowledge in the learning process.
Teachers design and use assessments that align with the goals and objectives of instruction and provide appropriate
assignments with clear, accurate explanations, directions, and expectations. Highly effective teachers also provide
opportunities for struggling students to master content or receive small group or one-on-one instruction. The infusion of
instructional technology in lesson planning to maximize student learning is apparent.
Detroit Educator Evaluation Process Published
2012
CORE ELEMENT II. STUDENT GROWTH AS A PREDOMINANT FACTOR
A. Designing Assessments for Instruction - The highly effective teacher designs and uses a variety of evaluative/ performance techniques
consistent with school and district philosophies to measure student progress such as pre/post tests, logs, portfolios, presentations,
student responses, discussion, and more. They maintain accurate and adequate records that document student performance and
progress. Communication to students and parents about their performance is ongoing. The teacher also ensures the application of
technology to facilitate a variety of effective assessment and evaluation strategies.
B. Utilizing Assessments in Instruction - Teachers must pay close attention to evidence of student learning. Highly effective teachers
recognize assessment as a part of instruction. They monitor student understanding and where appropriate, offer feedback to students.
They also instruct students on how to monitor their own learning against an established criteria.
C. Demonstrating Student Growth – Teachers are able to choose assessments to show that students are progressing after instruction. The
highly effective teacher modifies instruction based on student growth and collaborates with colleagues to enhance student growth.
CORE ELEMENT III. CLASSROOM MANAGEMENT
A. Managing Instructional Time – Highly effective teachers maximize the use of instructional time by engaging students in meaningful
learning experiences. They also prepare assignments, materials, supplies, and activities in advance in accordance with their plan. They
are highly efficient in the management of whole-group and small-group learning time for optimum learning experiences. The highly
effective teacher maintains a smooth, brief transition between lessons and activities.
B. Managing Student Behavior – Skilled teachers establish routines, procedures, and rules that encourage appropriate behavior and are
applied in a consistent and equitable manner. They monitor the classroom and are constantly aware of classroom activities and do not
ignore disruptive, inappropriate behavior. In a productive classroom, standards of conduct are clear to students; they know the
expectations for themselves and others. Even when their behavior is being corrected, students feel respected; their dignity is not
undermined.
C. Creating an Atmosphere of Mutual Respect - The highly effective teacher creates a culture for learning. The classroom is characterized
by high cognitive energy, by a sense that what is happening there is important, and that it is essential to get it right. There are high
expectations for all students. The classroom is a place where the teacher and students value learning and hard work.
D. Creating and Facilitating a Learning Space – The teacher organizes the classroom to minimize disruption to the learning process, provides
safety, support and encouragement and values the strengths of all learners. The highly effective teacher responsibly uses resources (i.e.
technology) to build classroom culture and community through the use of online systems such as grade books, calendar,
announcements, newsletters, class assignments, etc.
Detroit Educator Evaluation Process Published
2012
CORE ELEMENT IV. RELEVANT SPECIAL TRAINING
A. Professional Learning and Growth – Effective teachers develop and implement a Professional Learning Plan (PLP). They stay current
in their field by accessing and utilizing updated information and procedures. Highly effective teachers attend national, local, and/or
state conferences, subscribe to professional journals, and engage in university classes.
B. Reflecting on Teaching Practice – Teachers engage in meaningful self-evaluation and reflect on the professional practices of
colleagues. Skilled teachers demonstrate an understanding of, and continued growth in, information age learning and technology
operations and concepts and they use technology to enhance professional development, practice, and productivity.
CORE ELEMENT V. EDUCATOR RESPONSIBILITIES
A. Maintains a Stimulating Learning Environment – Students are motivated to participate in and are active
participants in the learning process.
B. Maintains Accurate Grade Books, Lesson Plans, and Student Records – Student records include items such as
attendance, IEPs, immunization records, Progress Reports, Supplemental Student Services Survey, 80s series and
other district records and forms as required. Proficiency in this component is vital, as several of these records
are legally binding. Additionally, these critical records inform interactions with students and parents, and allow
teachers to monitor learning and adjust instruction accordingly.
C. Uses a Variety of Techniques for Communicating Progress in a Timely Manner - Teachers establish a professional
and appropriate relationship with families by communicating to them about the instructional program, about
individual students and they invite them to be part of the educational process itself.
D. Rapport with Colleagues, Parents, and Students – Teachers establish a professional and appropriate rapport with
colleagues, parents, and students.
Detroit Educator Evaluation Process Published
2012
Professional Learning Plan
School Year:
Date:
Name:
File ID#:
School:
Position/Subject Area:
Grade:
DPS Core Elements
Element(s) to be addressed:
1. Demonstrated Pedagogical Skills
2. Student Growth as a predominant factor
3. Classroom Management
4. Relevant Special Training
5. Educator Responsibilities
Goals for Elements
Activities/Actions
Expected outcomes and
Resources Needed
Evidence of Completion
Goal 1:
Goal 2:
Goal 1:
Goal 2:
Teacher’s Signature:
Date:
Evaluator’s Signature:
Date:
Timeline
Detroit Educator Evaluation Process Published
2012
End of Year Teacher Evaluation Form Example
Highly
Effective
Effective
Minimally
Effective
If any 2 or more subcategories within an element is rated Ineffective, the element summary
rating must be Ineffective.
In order to receive a Highly Effective rating, all subcategories within an element must be rated
Highly Effective.
Ineffective
Name: ________________________________________________________ File #: _____________________________
Core Element I: Demonstrated Pedagogical Skills
I.A. Knowledge of Subject
I.B. Planning for Instruction
I.C. Delivery of Instruction
Element I Summary Score
Comments:
Recommended Action for Improvement:
Resources Needed to Complete these Actions:
Evidence or documentation to support rating:
____ Observations
___ Student Work
___ Use of District Approved Curriculum Materials and Pacing Guides
___ Lesson Plans
___ Content Standards
___ Documentation of Differentiated Instruction
___ Materials Used to Promote Critical Thinking and Problem Solving
___ Professional Development
___
________________________________________________________
________________________________________________________
________________________________________________________
Detroit Educator Evaluation Process Published
2012
Calculation and Reporting
Each educator must have an effectiveness label reported by June 30th.
Computing Annual Rating for Teacher Performance
For each element, enter the summary rating score from the End of Year Teacher Evaluation Form using the following
scale:
Ineffective = 0
Element 1 Summary Rating Score
Element 2 Summary Rating Score
Element 3 Summary Rating Score
Element 4 Summary Rating Score
Element 5 Summary Rating Score
Minimally Effective = 1
Effective = 2
Highly Effective = 3
x
x
x
x
x
25
25
25
10
15
TOTAL ABOVE
Divided by 100 =SUMMARY TOTAL
Use the following rating scale to determine the Annual Teacher Effectiveness Label to be reported on the Registry of Educated
Personnel (REP) report.
Rating Scale
0.0 - 0.9 = Ineffective
1.0 - 1.8 = Minimally Effective
1.9 - 2.7 = Effective
2.8 - 3.0 = Highly Effective
The following information will factor into each teacher’s evaluation.
Attendance & Discipline
Effectiveness Label:
____________
Number of Absences ______________________
Number of Tardies __________________________
Disciplinary Incidents _____________________
(Attach documentation)
Written Reprimands _________________________
(Attach documentation)

List Contributions/Accomplishments such as School Improvement Team, Committee Member,
Extracurricular Coaching, etc.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
__________________________________________
___________________________________________
Evaluator Signature
Teacher Signature
Detroit Educator Evaluation Process Published
2012
RETENTION RATING SCORING
Detroit Public Schools
Teacher Tenure Act Retention Rating
2012-2013
The following four categories will have the following ratings:
(1) Performance Evaluations – 60%
(2) Disciplinary Actions – 20%
(3) Attendance – 15%
(4) Significant Relevant Accomplishments and Contributions – 5%
DISCIPLINARY ACTIONS for the past three years is based on the points chart below.
Written Reprimands
1 point
Suspension 3 days or less
2 points
Suspension 4 days or more
4 points
0 to 1 point
=
20%
2 to 4 points
=
17%
5 to 7 points
=
15%
8 to 10 points
=
10%
11 to 14 points
=
5%
15 points and up
=
0%
The 20% discipline rating will be calculated for each year based on the point system above. The three years
percentage will be averaged for a final score.
ATTENDANCE
(for the past fiscal year1)
PERFORMANCE EVALUATION
(The performance evaluation rating is 0 to 3)
0 to 3 days
15%
2.8 to 3
60%
4 to 6 days
12%
2.0 to 2.7
50%
7 to 9 days
10%
1.0 to 1.9
40%
10 to 12 days
5%
0.0 to 0.9
30%
13 days and up
0%
1
Excluding Approved Medical/FMLA Leave.
Gardner Elementary Professional Development/Parent Involvement Calendar 2012-2013
Title
Timeline
Professional Learning
Communities
Ongoing 2012-2014
Benchmark
8/2012
Staff Meeting/Grade Level
mtgs.
Ongoing weekly through
6/2015
Attendance Plan
(Attendance)
Struggling Readers
Ongoing monthly through
8/2014
-Intervention ideas
-Ways to identify
struggling readers
Social Studies: Using
Geographic Information
Systems in the classroom
Annual Parent Involvement
Conference
Open House
8/2012
Annually through 2014
Annually through 2014
Open Court
8/2012
Title
Timeline
Overview of Great Start
Readiness Program (GSRP)
Annually through 2014
Active Learning Environment
Annual 9/2012-2014
Learning Village
Ongoing embedded daily
Activity
Staff will participate in
training for the development
and implementation of PLC
for the 2012-2014 school year
Learn how to print and
process the test
Participants will receive
strategies to teach Geography
using Geographic Information
Systems (GIS)
Help parents to recognize and
support the use if study skills
with their children I order to
maximize academic
achievement for the upcoming
school year
(Parent Involvement)
Staff “Meet and Greet”—
teachers presented various
portions of Parent/Student
Handbook
(Parent Involvement)
Reintroduce pacing/lesson
structure
Activity
Overview of GSRP Program
Requirements
(Pre-K PD)
Recording objective anecdotal
notes
(Pre-K PD)
Learn how to use Book bag
Pacing Chart
Target Audience
Director
Evaluation
Staff
WCRESA
Survey
Testing Coordinator
Office of Literacy
-4-Point Survey
-Evaluation form
Parents
Students
Staff
K. Doneghy
Attendance plan was shared
with all staff members
Instructional Specialist
Office of Literacy
Shared information with
colleagues
Teachers
Office of History, Society and
Culture
-Survey
-Evaluation
InsideOut Literacy Arts
Program
Administrator Monitored
Parents
Students
K. Doneghy
Parent Sign-In sheets and
surveys
Staff
Office of Literacy
-Survey
-Evaluation
All Parents
Target Audience
Director
Evaluation
Pre-K Staff
Early Childhood
Evaluation
Pre-K Staff
Early Childhood
Evaluation
Staff
Office of Literacy
Survey
Evaluation
Gardner Elementary Professional Development/Parent Involvement Calendar 2012-2013
Pre-K Home Visits
Bi-annually thru 2014
High/Scope Training
Annually thru 2014
MEAP Test Coordinators
Meeting
Annually thru 2014
9/2012
Pre-K Parent Meeting
Direct Interactive Instruction
Data Review
Progress Monitoring
Monthly thru 2014
Ongoing September-June
2014
Ongoing September-June thru
2014
Ongoing September-June thru
2014
Differentiating Instruction
Ongoing thru September-June
2014
Grade Level Meetings
Weekly thru September-June
2014
Leadership Meetings
Bi-monthly September-June
thru 2014
Data Dialogue
September – June thru June
2014
Principal Conference
Quarterly-Ongoing thru 2014
Assistant Superintendent
Professional
Development/Meetings
Bi-monthly thru 2014
-Individualized Development
Plans
-Battelle Questions
-Teacher Introductions
(Parent Involvement)
All Subjects
(Reading, Writing, Math,
Science, Social Studies)
Parents
Pre-K students
Pre-K Teachers
Complete IDP’s and
Battelle Tests
Pre-K Staff
Office of Early Childhood
Evaluation
Test Coordinators Training
Test Coordinator
Office of Evaluation
Assessment and
Accountability (OEAA)
Materials shared with staff
Open House Orientation and
Parent Elections
Pre-K Parents
Pre-K Staff
Survey
Demo, Co-Teach, Observe
Teachers
Instructional Specialist
J. Chisek
Review data for classroom
instructional use
Teachers
J. Chisek
Review data for classroom
instructional use
(Reading)
Teachers
J. Chisek
Feedback
Teachers
J. Chisek
Feedback
K. Doneghy
Teachers
E. Mulcahy
Superintendent
K. Doneghy
Clara Flowers
Survey
All Staff
K. Doneghy
D. Bonomo
J. Chisek
Staff Feedback
All Staff
K. Doneghy
D. Bonomo
J. Chisek
Feedback
All Principals
K. Ridgeway
Survey
All Principals
Dr. F. Ivezaj
Principal Feedback
Form and adjust groups based
on assessments for
instructional/lesson planning
purposes
(Differentiated Instruction)
Principal Meetings
Grade Level Meetings
Special Ed. Supervisor
Meetings
-Discuss and plan for the
week
-Prioritizing
-Monitor instruction
-Evaluate data
-Using the Collaborative
Learning Cycle
-IDPs
-Using Multiple Sources of
Data to Drive Differentiated
Instruction
Ongoing Professional
Development/Planning for the
School Year
-Ongoing Professional
Development
-Checks and balances
Feedback
Sign In
Feedback
Sign In
Gardner Elementary Professional Development/Parent Involvement Calendar 2012-2013
Ongoing Professional
Development/Planning for the
School Year
Academic Engagement
Officer Meetings
Monthly thru 2014
Title
Timeline
Curriculum Night
Annually thru 10/2014
School Improvement Plan
(SIP)
Annually thru 10/2014
Staff Meeting
Bi-annually thru 10/2014
Leveled Grouping
(Differentiated Instruction)
Daily embedded thru 10/2014
Ongoing MRA annually
How to Teach Cultural
Diversity in the Classroom
Bi-Annually thru 2014
Cultural Diversity Training
D. Cialone
Benchmark Testing Training
10/2012
Test Coordinators Training
Test Coordinator
Pre-K Curriculum
Night/Parent Meeting
Ongoing thru 2014
Parent meetings are monthly
from October through May.
Title
Timeline
Homework
Annually November 1-4 thru
2014
Educator Evaluation Roll Out
Annual
School Improvement Plan
(SIP)
Quarterly thru 2014
Activity
Overview of grade level
curriculum and expectations
(Reading, Writing, Math,
Science, Social Studies)
(Parent Involvement)
Review SIP for Submission
Professional Scavenger HuntFinding Formal Observation
Must-See’s within colleagues
rooms
How to use data to form
student groups
(Reading/Writing)
Overview of Pre-K curriculum
for parents
(Reading, Writing, Math,
Science, Social Studies)
Activity
-Helping children with
prioritizing
-How to minimize
procrastination
-Taking the stress out of doing
homework
(Parent Involvement)
Learn about new laws
concerning evaluation
Review Parent Involvement
Policy, Professional
Development Calendar and
Parent-Teacher Compact for
submission
(Parent Involvement)
AEA
Dina Bonomo
Survey
Target Audience
Director
Evaluation
Parents
Students
Teaching staff
-Parent feedback
-Survey
SIP Chair
Principal
D. Walker
Survey
Sign In
Teachers
K. Doneghy
Survey
Instructional Specialist
mClass Presenter
Survey
Office of Multilingual,
Multicultural Education
Office of Evaluation
Assessment and
Accountability (OEAA)
Evaluation
Materials shared with staff
Pre-K Parents
Pre-K Staff
Parent input
Target Audience
Director
Evaluation
Parents
Parent Resource Center
-Survey
-Parent feedback
Teachers
K. Doneghy
Survey
Staff
Administration
Parents
D. Bonomo
Completed Documents
Gardner Elementary Professional Development/Parent Involvement Calendar 2012-2013
Parent-Teacher Conferences
Quarterly thru 2014
Parents meet with teachers to
discuss student progress
(Parent Involvement)
Parents
Students
Classroom teachers
Grade reporting
School Improvement Plan
(SIP)
Annually thru 2014
Review SIP for Submission
SIP Chair
Principal
D. Walker
Survey
Sign In
Pre-K Cohort Meeting
Ongoing thru 2014
Pre-K Staff
C. Pitts
Survey
Accelerated Math Training
Ongoing thru 2014 as needed
Teachers
J. Chisek
Staff feedback/input
Title
Timeline
Target Audience
Director
Evaluation
Professional Learning
Community (PLC) Training
Ongoing—December through
June 2014
Staff
K. Doneghy
Survey
Sign In
District Professional
Development Day
Ongoing annually thru 2014
Staff
K. Doneghy
4-Point Survey
Evaluation form
Students
Parents
D. Bonomo
Survey
Parents
LSCO President
Survey
Students
Families
L. Leeper
Parent feedback
Staff
J. Chisek
Staff feedback
Target Audience
Director
Evaluation
Parents
J. Chisek
Survey
SIP Chair
D. Walker
Survey
Sign In
Teachers
J. Chisek
Teacher feedback
Teachers
L. Leeper
Survey
Family Math and Science
Game Night
Annually thru 2014
LSCO Meeting
(Local School Community
Organization)
Ongoing monthly meetings
thru 2014
Holiday Program
Annual
Evaluation of Title One
Programs
Annual thru 2014 MOY
Title
Timeline
Read and Rise
Ongoing bi-annually
School Improvement Plan
(SIP)
Annually January – June
Monthly Meetings thru 2014
Write Source
1/2013
Science Workshop
1/2013
Pre-K Professional
Development
Accelerated Math Training
(Math)
Activity
Learn about new laws
concerning evaluations
(PLC)
Teacher Evaluation Tool
-Students learn and play
educational games with staff
-Games are available for
purchase
(Parent Involvement)
Informational meeting for
parents
(Parent Involvement)
Student performances for
parents/families
Evaluating effectiveness in
school Title One program
Activity
Educate parents on
comprehension skills
(Parent Involvement)
Review past plan and revise
and renew for next school
year (PD)
How to align and effectively
use writing in your instruction
(Writing)
How to use Science Kits in
classroom
(Science)
Gardner Elementary Professional Development/Parent Involvement Calendar 2012-2013
Science Champion Mtgs.
Ongoing monthly
Title
Timeline
Parent-Teacher Conferences
Ongoing quarterly
InsideOut Literary Art
Program
Parent Book Club
2/2013
Black History Program
2/2013
National Association of
Bilingual Education
Conference (NABE)
Pre-K Parent Meeting
2/5-10/13
February
Title
Timeline
Math & Science Fair
Workshop
3/2013
Association of Supervision
and Curriculum Development
(ASCD) Conference
Title
3/15-19/13
Timeline
Math and Science Fair
Annual 2013-2014
Title
Timeline
Mother’s Day Tea
Ongoing annually
Diversity Week
Ongoing annually thru 2014
-Make-and-Take
-Strategies to use to increase
effective teaching (PD)
Activity
Conference of student
progress
(Parent Involvement)
Strategies to reinforce reading
at home are taught to parents.
(Parent Involvement)
Presentations, songs, skits,
poems
(Parent Involvement)
Celebrating our Multicultural
Nation through Bilingual
Education
Parent Needs Assessment
Activity
Planning for Math & Science
Fair
(Parent Involvement)
Attend various session
Activity
Parents, students and staff will
explore math and science
within our curriculum
(Parent Involvement)
Activity
Celebrating Mother’s Day
with parents
(Parent Involvement)
Providing students with
exposure to different cultures
(Parent Involvement)
Lead Teachers
D. Leclerc
Survey
Target Audience
Director
Evaluation
Parents
Staff
Parents
InsideOut Literary Art
Program
Survey
Students
Parents
G. Crawford
Parent feedback
Bilingual Teachers
NABE
Teacher will return to share
training with all staff
Pre-K Parents
Pre-K Staff
Survey
Target Audience
Director
Evaluation
Parents
L. Leeper
Survey
Teachers
Administrators
Various conference speakers
Target Audience
Director
Survey
Attendees to return and share
information
Evaluation
Parents
Students
Staff
L. Leeper
Feedback
Target Audience
Director
Evaluation
Parents/Mothers
K. Doneghy
Parent feedback
Staff
Parents
Students
Diversity Committee
Survey
Survey
Gardner Elementary Professional Development/Parent Involvement Calendar 2012-2013
LSCO Meeting
Ongoing Montlhy Meetings
Never Judge a Book by Its
Cover
5/2013
Title
Professional Learning
Communities (PLC)
Timeline
Embedded weekly/ongoing
thru 2014
Field Day
Annual Field Day
Title One Program Evaluation
Annual End of Year
Talent Show
6/2013
Honors Program
Ongoing Quarterly
Information given out to
parents about special events
(Parent Involvement)
Asthma Training PD
Activity
Learn about new laws
concerning evaluation (PD)
Physical Education Activities
(PI)
Survey
(Parent Involvement)
Expose students and parents to
the arts
Students recognized for
achievement throughout the
year
(Parent Involvement)
Parents
LSCO President
Survey
Sign In
Staff
Health Department
Feedback
Target Audience
Director
Staff
K. Doneghy
Evaluation
Survey
Sign In
Students
P. Hayner
Survey
Union Representative
Principal
Teacher
Title I Staff
Custodian
LSCO
DPS
Survey
Students
E. Mulcahy
Feedback
Students
Parents
K. Doneghy
Feedback
Gardner Elementary
Increased Instructional Minute Model
Weekly Outline
Grade 4
TIME
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
2nd Period ELA
Block, 3rd Period
P.E/Health
FRIDAY
2nd Period ELA
Block, 3rd period
Tech/Lab
9:05-11:46
ELA Block
ELA Block
ELA Block
11:46-12:39
Science
P.E./Health
Social
Studies/Science
Social Studies
Social Studies
12:39-1:119
Lunch
Lunch
Lunch
Lunch
Lunch
1:32-3:18
Math Block
Math Block
Math Block
Math Block
Math Block/ 6th
Period Clubs
3:18-4:10
ELA
Science
Tech/Lab/Math
ELA
Advisory
4:10
Dismissal
Dismissal
Dismissal
Dismissal
Dismissal
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