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Name: Cody, Lisa M Location: APPLES Preschool

Title: Curriculum Associate Grade: PreSchool
Evaluator/Observer: Derubeis, Jennifer A - Julia A. Stark Elementary School (Principal) Cycle: Category 3 - Phase 1
Evaluation Process: Teacher: Category 3 - Phase 1 - 2016-2017 Evaluation Period: 09/01/2016 - 08/31/2017
Hire Date: 7/11/1986 Tenure Date:
Fiscal Year: 2016-2017 Submitted Date: 10/14/2016 12:57:57 PM

Teacher Goal Setting Goals - Form 1

Teacher Goal Setting - Form 1

Student Growth and Development (1 SLO with 2 IAGDs) (45%)

and a Parent Feedback Goal (10%)

To be submitted prior to the goal setting conference.

Briefly describe your current assignment? (grade/subject, TOSA for ____, SPED for ____, social worker, etc.) If you do not work directly with students, or only
work with students as part of your responsibilities, provide a brief description of your responsibilities.

I am currently at Apples Preschool as the curriculum associate for early childhood. I do not work directly with children, but assist the director in all aspects of running the
school, especially in the areas of school readiness and curriculum.

(SLO) Student Learning Growth Objective (45%)

"Student" refers to the population/s you serve in your current assignment.

The SLO process contains one(1) goal (SLO) and two(2) indicators of academic growth and development (IAGD).

If you teach in a state-tested grade and subject as noted below

SBAC: E/LA & Math grades 3-8 and 11

CMT Science: Grade 5 & 8 (if state mandated)

CAPT Science: Grade 10 (if state mandated)

You are required to have 1 standardized IAGD (22.5%) and 1 non-standardized IAGD (22.5%).

If you do not teach in the above listed subjects and grades, both IAGDs will be based on non-standardized indicators of growth over time.

A Student Learning Objective (SLO) should be broad based, noting a specific goal for student learning. It should reflect high expectations for student learning. It
should not be a goal that reflects everything you teach or provide, but rather an aspect of what you teach or provide that you will indicate growth on (IAGD), over
time. It should...

Take into account teaching/assignment responsibilities and teacher experience.

Take into account needs and strengths of students vis-a-vis baseline data, when available.

Address the most important purpose of the teacher’s assignment.

Align with school, district and state student achievement objectives.

SLO/IAGDs are developed through mutual agreement by teacher and evaluator.

Teachers who teach semester courses will decide whether the goal selected will be used across both semesters (possibly adjusting the IAGDs as needed) or if an
additional goal is optimal.

*Information or help in determining and writing an SLO and IAGD can be obtain by emailing lrossomando@stamfordct.gov

What is your Student Learning Growth Goal (SLO)?

My SLO for the 2016-17 academic year is to revisit and revise the assessments currently used on the preschool level for progress monitoring and kindergarten readiness. My
goal is to streamline and standardize the assessments used and ensure that they target the prerequisite skills involved in mastering the common core requirements for
children transitioning to kindergarten. As a result of this work, I envision that I will also revise the Pre-K curriculum to reflect the change in assessments.

Briefly, what is the rationale for selecting this goal? (You can refer to a common core standard, if appropriate, or curriculum requirement)

My reason for choosing this SLO is that many different forms of assessment are currently used by a variety of teachers. Therefore, when assessing students’ readiness for
kindergarten the judgments we make are based on different skill groups, depending on the assessment used. In this way the validity of our assessments are inherently
flawed.

(IAGD) Indicator of Academic Growth and/or Development

2 required

IAGDs are the documents you will use to gather the evidence of growth. (tests/assessments administered over time, exit slips, observations of students logged,
logs of meetings or interviews and/or emails, samples from projects, samples of student work or journals, baseline assessment compared to mid-term and final,
DRAs etc..)

IAGDs are based on a representative small sampling of the students reflected in the SLO (Collecting samples of work from every student is not required).

Note: Student growth can and should be determined through a holistic approach. Rather than look at each standardized and non-standardized indicator and each
piece of work on its own, all pieces of evidence should be examined together for what they tell about how the student performed over time.

The 1st IAGD is

Standardized Non-Standardized

What is your 1st Indicator of Academic Growth and Development (IAGD)? If you teach in a standardized subject, you must create this IAGD as a standardized
IAGD. (An IAGD indicates how you will show growth, not how much growth)

I will contact all school readiness teachers across the district to obtain copies of the assessments they are currently using for both progress-monitoring and summative
assessment. I will also collect these instruments from each of the teachers at APPLES.

This will provide a baseline understanding of what is currently used to assess the skills of preschoolers in our district. In addition I will also meet with Kindergarten teachers
and administrators to better understand the needs of incoming kindergartners.

Do you have any baseline data for this IAGD? (For standardized, the baseline assessment that will be used is common to note here)

The assessments I collect will be my baseline.

The 2nd IAGD is

Standardized Non-Standardized

What is your 2nd Indicator of Academic Growth and Development (IAGD)?

I will analyze all of the assessments used by our preschool teachers so I can look at all the skills currently assessed. I will then match those skills against the common core
requirements for kindergarten to be sure that we are testing prerequisite skills so students can be more successful when they move on to kindergarten.

Do you have any baseline data for this IAGD?

No

Parent Feedback Goal (10%)

Based on the administered survey, the school data team in conjunction with the administration has selected a parent feedback goal for the school/location. This goal is
presented at a faculty meeting. If you do not know the goal please email your location administrator. Each teacher at the location must determine an action item that will help
the whole body address the goal. This item should be a small action you can implement within your school function.

The parent feedback goal, action item, is for which school/location?

APPLES

Parent Feedback Teacher Action Item:

What is the one action item you will implement to help your school/location address the goal?

I will monitor student attendance at APPLES and step in where necessary to stem chronic absences.

Optional Goal: Rating of Exemplary Goal

Teachers in the Informal Observation phase Only

Category 3 - Phase 2 or Phase 3

Selecting yes for this goal indicates to the evaluator that you wish to specifically work on the areas that would lead to an observation rating of exemplary. The evaluator, at
the goal setting conference, will fill in the section outlining what and how this could be accomplished, based on a mutual understanding.

Teachers need not to have selected this goal to receive a rating of exemplary.

yes no

By checking this box and submitting this form, the person indicates his/her signature.

I submit my signature

Teacher Goal Setting Conference Checklist - Form 2

Teacher Goal Setting Conference Checklist - Form 2

Completed together during the Goal Setting Conference

Date of Goal Setting Conference

10-13-2016

Please check off the appropriate boxes as they are discussed.

(If a goal is not mutually agreed upon skip that box and enter optional comments below).

Teacher’s Evaluation Category

Review of Requirements of Category
SLO
Mutually Agreed to SLO
1st IAGD
Mutually Agreed to 1st IAGD
2nd IAGD
Mutually Agreed to 2nd IAGD
Parent Feedback Goal
Mutually Agreed to Parent Feedback Goal
Review of Practice
Cat. 3 Phase 1 Teachers Only - Chose Domain 1 Indicator
Cat. 3 Phase 1 Teachers Only - Chose Domain 3 Indicator
Cat. 3 Phases 2 or 3 Informal Observation Teachers Only - Proficient to Exemplary Chosen
Cat. 3 Phases 2 or 3 Informal Observation Teachers only - Teacher waved 1-2 week advanced notice

Optional comments for Parent Feedback, SLO or any IAGD not mutually agreed upon.

Category 2 and Category 3 (all phases) Teachers ONLY:

The observation of the Review of Practice was determined at this conference

yes No, will be determined later

If yes, what was determined? (observation during or at _____? or teacher will be presenting information because it will be hard to observe....)

Category 3 - Phase 1 Teachers Only (Formal Observation)

(If preferred - this can be done at the pre-conference)

Domain 1 (one only)

Please select the indicator chosen.

1a 1b 1c

Category 3 - Phase 1 Teachers Only (Formal Observation)

(If preferred - this can be done at the pre-conference)

Domain 3 (one only)

Please select the indicator chosen.

3a 3b 3c

Category 3, Phase 2 or 3 Teachers Only (Informal Observation)

Teacher has waved the 1-2 week advanced notice.

Yes (must complete form below)

no

Advance notice for Informal Observation was changed to...

Weekly meeting with Instructional Coordinators and or Weekly meeting mentoring 2 teachers weekly.

Category 3, Phase 2 or 3 Teachers Only (Informal Observation)

Informal Observation - Exemplary Goal - Please specify the specific strategies toward achievement of exemplary and the specific process the evaluator will use
to determine success, as was mutually discussed and agreed to during the conference.
*Must be completed if teacher has chosen this goal.

All teachers:

If the teacher asked for a focus area for either an Informal or Formal Observation, please note it.

I submit my signature

Teacher Goal Setting Conference Checklist Response - Form 3

Teacher Goal Setting Conference Checklist Response - Form 3

SLO/IAGDs and parent feedback goal were finalized and mutually agreed to and/or mutually revised at the conference.

Yes No

If no, why?

Category 2 and Category 3 (all phases) Teachers ONLY:

The Review of Practice was determined at the conference

yes No, will be determined later

Category 3 - Phase 1 Teachers Only:

The one indicator for each of Domains 1 and 3

were mutually selected will be mutually selected at the observation pre-conference

If selected they are.... (Indicate the one Domain 1 and the one Domain 3 that were chosen)

1a 1b 1c 3a 3b 3c no preference was chosen

Category 3 - Phase 2 & 3 ONLY

I have waived the 2-week notice for informal observation

yes no

If yes, the change for advanced notice is as follows...

Category 3 - Phase 2 & 3 ONLY

I selected the Exemplary Goal and we have mutually agreed to the guidance toward achieving the goal and the process the evaluator will use to determine
success.

yes, plan was discussed yes, but no plan was discussed no

If yes, but no plan was discussed...Please explain

Goal Setting Conference Checklist reflects date of conference and actions addressed at the conference.

Yes No

Comments (optional):

By checking this box and submitting this form, the person acknowledges receipt of the Goal Setting Conference Checklist Form.

I submit my signature

Teacher Pre-Observation Plan Form - Teacher Input - Form 1

Pre-Observation Plan - Teacher Input - Form 1

Directions: This plan should be completed and provided to the evaluator at least 24 hours prior to the pre-observation conference and the formal observation. The
CSDE does not recommend use of this form for every day planning purposes.

The pre-conference is scheduled for ...

01-13-2017

The observation is scheduled for ...

(should the observation be rescheduled by the evaluator, the teacher need not complete a new pre-observation form but will just discuss the class plan at the
pre-conference (if this hasn’t already occurred) or at the post-conference.)

01-18-2017

Please describe the subject being observed, type of class (honors, inclusion, pull-out, etc., if applicable) and time of class, for this observation. If you wish to
note any specific information pertinent to this class and the observation, please do so here.

Because I do not work with children directly, I will be observed delivering a presentation to parents at a Kindergarten Information night in the community. The audience for this
event will be comprised of parents of children who are currently attending the Palmer’s Hill CLC facility but who will be entering kindergarten in the fall.

REQUIRED -Content Standards: Identify one or two primary content standards, including CCSS, which this lesson is designed to help students attain.

This presentation is intended to inform parents about the process involved in registering their child for kindergarten. It is also intended to provide information about how to
prepare for the first day of school and to give an idea of what a typical day in kindergarten looks like.

REQUIRED - Literacy through the Content Area: If you will be using any strategies for teaching literacy in the content area, describe your plan.

(Indicating N/A is fine if you will not be using Literacy in your lesson.)

Not applicable.

REQUIRED - Placement of Lesson within Broader Curriculum/Context: Where does this lesson fall within the sequence of the larger content standards or
curriculum? Is it at the beginning, middle or end of a sequence of lessons/or unit leading to attainment of the content standards?

This evening is scheduled in mid-January so parents can begin to think about the transition to elementary school early enough in the year to enable them to apply for a seat in
the magnet schools if they so desire. In addition, it gives parents an approximate time frame for registration and explains the documents needed to make the process go
more smoothly. It is also an attempt to allay any apprehension they may have about the transition to kindergarten.

REQUIRED - Objective(s) for Lesson: Identify specific and measurable learning objectives/purpose for this lesson.

The objectives of this workshop are: 1) to raise awareness of the procedures involved in registering for kindergarten in both traditional and magnet schools; 2) to educate
parents about a typical day in kindergarten; and, 3) to provide parents with suggestions for helping their child make a smooth transition to kindergarten.

REQUIRED - Learner Background: Describe the students’ prior knowledge or skill, and/or their present level, related to the learning objective(s) and the content
of this lesson, using data from pre-assessment as appropriate.

For some parents in the audience this will be the first time they are sending a child off to kindergarten. For others it will not be, but the demands placed on a kindergarten
child have changed over the last several years. As a result, we want to be sure that everyone knows what to expect.

REQUIRED - Describe the sequence of tasks; describe what instructional strategies you will use (modeling, visual aids, grouping, interactions, questioning,
multicultural content, interdisciplinary connections, etc. ).

I will use a laptop and projector to display a Power Point presentation. I will also entertain questions from the group and be available after the presentation to answer
questions individually.

REQUIRED - Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials
you will use, along with assessment criteria. What data or evidence of student learning will be collected through the assessment? How will the outcomes of this
lesson and student learning impact subsequent instruction?

Not applicable.

COMPLETION OF THIS SECTION IS OPTIONAL - Materials/Resources: List the materials you will use in each learning activity including any technological
resources

laptop

projector

hand-outs

Lesson Development/Instructional Strategies

COMPLETION OF THIS SECTION IS OPTIONAL - Identify the instructional grouping/s (whole class, small groups, pairs, individuals) you will use in each lesson
segment and approximate time frames for each.

Not applicable.

Students Needing Differentiated Instruction:

Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the year, it is expected that each teacher will demonstrate the
ability to differentiate instruction in order to meet the needs of students with learning differences.

Identify several students with learning differences. Students should represent a range of ability and/or achievement levels, including students with IEPs, gifted
and talented students, struggling learners, and English language learners.

COMPLETION OF THIS SECTION IS OPTIONAL - Which students do you anticipate may struggle with the content/learning objectives of this lesson?
(Student initials or group. Evidence that the student needs differentiated instruction. How will you differentiate instruction in this lesson to support student
learning?)

Not applicable.

COMPLETION OF THIS SECTION IS OPTIONAL - Which students will need opportunities for enrichment/higher level of challenge?
(Student initials or group. Evidence that the student needs differentiated instruction. How will you differentiate instruction in this lesson to support student
learning?)

Not applicable.

By checking this box and submitting this form the person indicates his/her signature.

I submit my signature

Teacher Category 3 - Phase 1: Formal Observation Collection/Feedback - Form 2

Formal Observation Evidence Collection/Feedback - Form 2

Category 3 - Phase 1 Teachers Only

Uses a minimum of one indicator in each of Domains 1 and 3 which shall be mutually agreed upon at the goal setting conference or observation pre-conference.

Date of Observation:

01-18-2017

Teacher Evaluation category:

Category 3- Phase 1

Domain Evidence Collection and Rating Option

Evidence in scripted form is optional and can be substituted with a narrative provided in either the comments section or the evidence box/es. However, it is
recommended that ratings of developing or below standard have specific evidence provided in the evidence box.

Domain 1: Which indicator was mutually agreed to by the parties?

(The domain indicator selected is the only evidence box that should be completed)

1a 1b 1c

Domain 1: Classroom Environment, Student Engagement and Commitment to Learning

Teachers promote student engagement, independence and interdependence in learning and facilitate a positive learning community by:

(The domain indicator selected above is the only evidence box that should be completed)

Indicator 1a: Creating a positive learning environment that is responsive to and respectful of the learning needs of all students.

Below Standard Developing Proficient Exemplary

1a-1. Rapport and positive social interactions
Interactions between teacher and students are
negative or disrespectful and/or the teacher does
not promote positive social interactions among
students.
1a-2. Respect for student diversity
Does not establish a learning environment that is
respectful of students’ cultural, social and/or
developmental differences and/or the teacher
does not address disrespectful behavior.
1a-3. Environment supportive of intellectual risk-
taking
Creates a learning environment that discourages
students from taking intellectual risks.
1a-4. High expectations for student learning
Establishes low expectations for student learning.
1a-1. Rapport and positive social interactions
Interactions between teacher and students are
generally positive and respectful and/or the
teacher inconsistently makes attempts to promote
positive social interactions among students.
1a-2. Respect for student diversity
Establishes a learning environment that is
inconsistently respectful of students’ cultural,
social and/or developmental differences.
1a-3. Environment supportive of intellectual risk-
taking
Creates a learning environment in which some
students are willing to take intellectual risks.
1a-4. High expectations for student learning
Establishes expectations for learning for some,
but not all students; OR is inconsistent in
communicating high expectations for student
learning.
1a-1. Rapport and positive social interactions
Interactions between teacher and students are
consistently positive and respectful and the
teacher regularly promotes positive social
interactions among students.
1a-2. Respect for student diversity
Maintains a learning environment that is
consistently respectful of all students’ cultural,
social and/or developmental differences.
1a-3. Environment supportive of intellectual risk-
taking
Creates a learning environment in which most
students are willing to take intellectual risks.
1a-4. High expectations for student learning
Establishes and consistently reinforces high
expectations for learning for all students.
1a-1. Rapport and positive social interactions
In addition to the characteristics of Proficient,
including one or more of the following:
There is no disrespectful behavior between
students and/or when necessary, students
appropriately correct one another.
1a-2. Respect for student diversity
In addition to the characteristics of Proficient,
including one or more of the following:
Acknowledges and incorporates students’
cultural, social and developmental diversity to
enrich learning opportunities.
1a-3. Environment supportive of intellectual risk-
taking
In addition to the characteristics of Proficient,
including one or more of the following:
Students are willing to take intellectual risks and
are encouraged to respectfully question or
challenge ideas presented by the teacher or other
students.

1a-4. High expectations for student learning

In addition to the characteristics of Proficient,
including one or more of the following:

Creates opportunities for students to set high

goals and take responsibility for their own
learning.

Evidence:

posted on Jan 24, 2017, 5:47 PM (modified on Jan 24, 2017, 5:58 PM) by Jennifer A Derubeis
-Social interactions with Preschool staff and Parents lent itself to a very positive atmosphere and learning environment

- Established a sense of professionalism and organization, power point, handouts, microphone used to support the varied learning needs of all parents

-Opportunity to answer questions and clarify any information about kindergarten transition

-High expectations were established to promote positive experiences and home school connection

-Demonstrated flexibility to deviate from slides when families needed additional information and or seemed confused about something

-Lisa took responsibility to initiate family engagement and provider the neccessarcy kindergarten transition information to families

Indicator 1b: Promoting developmentally appropriate standards of behavior that support a productive learning environment for all students.

Below Standard Developing Proficient Exemplary

1b-1. Communicating, reinforcing and maintaining
appropriate standards of behavior
Demonstrates little or no evidence that standards
of behavior have been established; and/or
minimally enforces expectations (e.g., rules and
consequences) resulting in interference with
student learning.
1b-2. Promoting social competence and
responsible behavior
Selects or designs resources and/or groupings
that do not cognitively engage students or
support new learning.
1b-1. Communicating, reinforcing and maintaining
appropriate standards of behavior
Establishes standards of behavior but
inconsistently enforces expectations resulting in
some interference with student learning.
1b-2. Promoting social competence and
responsible behavior
Inconsistently teaches, models, and/or reinforces
social skills; does not routinely provide students
with opportunities to self-regulate and take
responsibility for their actions.
1b-1. Communicating, reinforcing and
maintaining appropriate standards of behavior
Establishes high standards of behavior, which are
consistently reinforced resulting in little or no
interference with student learning.
1b-2. Promoting social competence and
responsible behavior
When necessary, explicitly teaches, models,
and/or positively reinforces social skills; routinely
builds students’ capacity to selfregulate and take
responsibility for their actions.
1b-1. Communicating, reinforcing and
maintaining appropriate standards of behavior
In addition to the characteristics of Proficient,
including one or more of the following:
Student behavior is completely appropriate. OR
Teacher seamlessly responds to misbehavior
without any loss of instructional time.
1b-2. Promoting social competence and
responsible behavior
In addition to the characteristics of Proficient,
including one or more of the following:
Students take an active role in maintaining high
standards of behaviors. OR Students are
encouraged to independently use proactive
strategies and social skills and take responsibility
for their actions.

Indicator 1c: Maximizing instructional time by effectively managing routines and transitions.

Below Standard Developing Proficient Exemplary

1c-1. Communicating, reinforcing and maintaining
appropriate standards of behavior
Does not establish or ineffectively establishes
routines and transitions, resulting in significant
loss of instructional time.
1c-1. Routines and transitions appropriate to
needs of students
Inconsistently establishes routines and
transitions, resulting in some loss of instructional
time.
1c-1. Routines and transitions appropriate to
needs of students
Establishes routines and transitions resulting in
maximized instructional time.
1c-1. Routines and transitions appropriate to
needs of students
In addition to the characteristics of Proficient,
including one or more of the following:
Teacher encourages and/or provides
opportunities for students to independently
facilitate routines and
transitions.

Domain 1 Indicator Comments

Domain 3: Which indicator was mutually agreed to by the parties?

(The domain indicator selected is the only evidence box that should be completed)

3a 3b 3c

Domain 3: Instruction for Active Learning

Teachers implement instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:

(The domain indicator selected above is the only evidence box that should be completed)

Indicator 3a: Implementing instructional content for learning.

Below Standard Developing Proficient Exemplary

3a-1. Instructional purpose
Does not clearly communicate learning
expectations to students.
3a-2. Content accuracy
Makes multiple content errors.
3a-3. Content progression and level of challenge
Presents instructional content that lacks a logical
progression; and/or level of challenge is at an
inappropriate level to advance student learning.
3a-4. Literacy strategies
Presents instruction with few opportunities for
students to develop literacy skills and/or
academic vocabulary.
3a-1. Instructional purpose
Communicates learning expectations to students
and sets a general purpose for instruction, which
may require further clarification.
3a-2. Content accuracy
Makes minor content errors.
3a-3. Content progression and level of challenge
Presents instructional content in a generally
logical progression and/or at a somewhat
appropriate level of challenge to advance student
learning.
3a-4. Literacy strategies
Presents instruction with some opportunities for
students to develop literacy skills and/or
academic vocabulary.
3a-1. Instructional purpose
Clearly communicates learning expectations to
students and sets a specific purpose for
instruction and helps students to see how the
learning is aligned with Common Core State
Standards and/or other appropriate Connecticut
content standards.
3a-2. Content accuracy
Makes no content errors.
3a-3. Content progression and level of challenge
Clearly presents instructional content in a logical
and purposeful progression and at an appropriate
level of challenge to advance learning of all
students.
3a-4. Literacy strategies
Plans instruction that integrates literacy strategies
and academic vocabulary.
3a-1. Instructional purpose
In addition to the characteristics of Proficient,
including one or more of the following:
Students are encouraged to explain how the
learning is situated within the broader learning
context/curriculum.
3a-2. Content accuracy
In addition to the characteristics of Proficient,
including one or more of the following:
Selects or designs resources for interdisciplinary
connections that cognitively engage students and
extend new learning.
3a-3. Content progression and level of challenge
In addition to the characteristics of Proficient,
including one or more of the following:
Challenges students to extend their learning
beyond the lesson expectations and make cross-
curricular connections.

3a-4. Literacy strategies

In addition to the characteristics of Proficient,
including one or more of the following:

Provides opportunities for students to

independently select literacy strategies that
support their learning.

Evidence:

posted on Jan 24, 2017, 5:56 PM by Jennifer A Derubeis

-Clearly communicates the learning objectives and expectations of families to be successful in supporting their children through the process of kindergarten transition

-Plan was clear and accessible to all families

Translator was provided to access Spanish speaking only parents

-handouts were provided as well as review of the contents in the handouts and where families could go if they needed additional information or support

-Teachers interaction represented represents true genuine discussion with families

-Presentation was clear and appropriate for all parents to understand and engage in conversation

-Displayed a solid understanding of the content being delivered

Indicator 3b: Leading students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning
strategies.

Below Standard Developing Proficient Exemplary

3b-1. Strategies, tasks and questions
Includes tasks that do not lead students to
construct new and meaningful learning and that
focus primarily on low cognitive demand or recall
of information.
3b-2. Instructional resources and flexible
groupings
Uses resources and/or groupings that do not
cognitively engage students or support new
learning.
3b-3. Student responsibility and independence
Implements instruction that is primarily teacher-
directed, providing little or no opportunities for
students to develop independence as learners.
3b-1. Strategies, tasks and questions
Includes a combination of tasks and questions in
an attempt to lead students to construct new
learning, but are of low cognitive demand and/or
recall of information with some opportunities for
problem-solving, critical thinking and/or
purposeful discourse or inquiry.
3b-2. Instructional resources and flexible
groupings
Uses resources and/or groupings that minimally
engage students cognitively and support new
learning.
3b-3. Student responsibility and independence
Implements instruction that is mostly teacher
directed, but provides some opportunities for
students to develop independence as learners
and share responsibility for the learning process.
3b-1. Strategies, tasks and questions
Employs differentiated strategies, tasks and
questions that cognitively engage students in
constructing new and meaningful learning
through appropriately integrated recall,
problemsolving, critical and creative thinking,
purposeful discourse and/or inquiry. At times,
students take the lead and develop their own
questions and problemsolving strategies.
3b-2. Instructional resources and flexible
groupings
Uses resources and flexible groupings that
cognitively engage students in demonstrating
new learning in multiple ways, including
application of new learning to make
interdisciplinary, real world, career or global
connections.
3b-3. Student responsibility and independence
Implements instruction that provides multiple
opportunities for students to develop
independence as learners and share
responsibility for the learning process.
3b-1. Strategies, tasks and questions
In addition to the characteristics of Proficient,
including one or more of the following:
Includes opportunities for students to work
collaboratively to generate their own questions
and problem-solving strategies, synthesize and
communicate information.
3b-2. Instructional resources and flexible
groupings
In addition to the characteristics of Proficient,
including one or more of the following:
Promotes student ownership, self-direction and
choice of resources and/or flexible groupings to
develop their learning.
3b-3. Student responsibility and independence
In addition to the characteristics of Proficient,
including one or more of the following:
Implements instruction that supports and
challenges students to identify various ways to
approach learning tasks that will be effective for
them as individuals and will result in quality work.

Indicator 3c: Assessing student learning, providing feedback to students and adjusting instruction.

Below Standard Developing Proficient Exemplary

3c-1. Criteria for student success
Does not communicate criteria for success and/or
opportunities for students to self-assess are rare.
3c-2. Ongoing assessment of student learning
Assesses student learning with focus limited to
task completion and/or compliance rather than
student achievement of lesson purpose/objective.
3c-3. Feedback to students
Provides no meaningful feedback or feedback
lacks specificity and/or is inaccurate.
3c-4. Instructional Adjustments
Makes no attempts to adjust instruction.
3c-1. Criteria for student success
Communicates general criteria for success and
provides limited opportunities for students to self-
assess.
3c-2. Ongoing assessment of student learning
Assesses student learning with focus on whole-
class progress toward achievement of the
intended instructional outcomes.
3c-3. Feedback to students
Provides feedback that partially guides students
toward the intended instructional outcomes.
3c-4. Instructional Adjustments
Makes some attempts to adjust instruction that is
primarily in response to whole-group
performance.
3c-1. Criteria for student success
Communicates specific criteria for success and
provides multiple opportunities for students to
self-assess.
3c-2. Ongoing assessment of student learning
Assesses student learning with focus on eliciting
evidence of learning at critical points in the lesson
in order to monitor individual and group progress
toward achievement of the intended instructional
outcomes.
3c-3. Feedback to students
Provides individualized, descriptive feedback that
is accurate, actionable and helps students
advance their learning.
3c-4. Instructional Adjustments
Adjusts instruction as necessary in response to
individual and group performance.
3c-1. Criteria for student success
In addition to the characteristics of Proficient,
including one or more of the following:
Integrates student input in generating specific
criteria for assignments.
3c-2. Ongoing assessment of student learning
In addition to the characteristics of Proficient,
including one or more of the following:
Promotes students’ independent monitoring and
self-assess, helping themselves or their peers to
improve their learning.
3c-3. Feedback to students
In addition to the characteristics of Proficient,
including one or more of the following:
Encourages peer feedback that is specific and
focuses on advancing student learning.

3c-4. Instructional Adjustments

In addition to the characteristics of Proficient,
including one or more of the following:

Students identify ways to adjust instruction that

will be effective for them as individuals and
results in quality work.

Domain 3 Indicator Comments

Overall Formal Observation Comments:

Lisa successfully delivered a presentation and established relationships with community subsidized preschools, families and staff.

Feedback from information night supported families with a very important transition information

Suggestions for Professional growth: (Optional)(developing ratings should have specific delineated supports that will be provided)

-This is a new position and the continuation to learn about the preschool to kindergarten transition will be developed, as well as the understanding of varying needs to be met
from one preschool to another will take some time.

-Involvement in SPS process, procedures and professional development will also help to support Lisa as she continues to learn and grow

Date of Feedback Conference

01-18-2017

Feedback was presented to the teacher...

Feedback(draft) was provided in advance of the conference

Feedback(draft) was provided in advance of the conference and at the conference
Feedback(draft) was provided only at the conference
No Feedback(draft) was provided before or at the conference
No feedback conference was held

If no feedback conference was held, please explain why.

By checking this box and submitting this form, the person indicates his/her signature.

I submit my signature

Teacher Observation Response Form

Observation Teacher Response Form

Comments (optional):

By checking this box and submitting this form, the person acknowledges receipt of this Observation Form; it does not necessarily denote agreement with the
form.

I submit my signature

Teacher Mid-Year Conference Update - Teacher Input - Form 1

Teacher Mid-Year Conference Update - Teacher Input - Form 1

Teacher Reflection

To be completed by teacher prior to the Mid-Year Conference with evaluator.

Briefly describe your progress to date for your parent feedback goal.

We have tracked student attendance and involved the social worker on two cases in particular. In one case, attendance has improved. In the other, the mother decided to
discontinue school until next August.

Briefly describe your progress to date on your 1st IAGD of your SLO goal.

Earlier in the year I surveyed all kindergarten teachers in the district to see if they feel the current end-of-the-year assessment conducted on pre-k students transitioning to
kindergarten is helpful to them. They unanimously responded that it was indeed helpful, but most wished there was even more information on social/emotional growth. I have
also spoken with many pre-school teachers to get their opinion of the assessment. They seem to feel that it is difficult for them to administer this assessment along with the
assessment demands placed on them by their individual organizations. However, the SPS personnel are not versed in all of these various assessments, so it is clear that
there is need for uniformity.

Briefly describe your progress to date on your 2nd IAGD of your SLO goal.

SPS has partnered with the United Way and other service organizations to examine the whole idea of "kindergarten readiness." I am currently collecting a definition of
kindergarten readiness from each kindergarten team in SPS. Once we have generated a collective and universal definition, we can all be on the same page with regard to
what skills and abilities make a child ready for kindergarten. This will unify our pre-k efforts. In addition, we have also sent each of our regular education and inclusive
teachers at Apples to spend an entire morning in a kindergarten classroom. This was a very effective way for our teachers to get a clear picture of the increased demands
placed on kindergarten children.

Briefly describe any challenges or barriers to achieving your parent feedback goal and/or your SLO goal.

It is difficult to change the mind set of pre-k teachers when they are unfamiliar with the requirements of the common core or the curriculum followed by kindergarten teachers.
We use the CT Early Learning Developmental Standards to guide our work on the pre-k level, which is more developmental in nature thank the common core.

What modified action steps and/or adjustments will you implement to address challenges or continue to make progress towards your parent feedback goal
and/or SLO goal?

I am looking forward to collecting a definition of kindergarten readiness from each public school. Once I have this information I can begin to assist our teachers in making
changes to the pre-k curriculum to help make the transition to kindergarten easier for our students. I may also expose them to some of the kindergarten curriculum
documents to help clarify expectations.

Other Comments:

None at this time.

Teacher Mid-Year Conference Update - Evaluator Notes - Form 2

Teacher Mid-Year Conference Update - Evaluator Notes - Form 2

To be completed during the mid-year conference in conjunction with the teacher.

Date of Conference:

01-27-2017

General Comments:

Lisa has continued to make progress towards meeting her SLO goal. Collaboration on the School Readiness council and working with United Way continues to result in
positive relationships being formed with early childhood providers and Stamford public schools. Working on kindergarten readiness definition and K Readiness Screening is
currently a work in progress.

Were there any modifications made during the mid-year conference?

Yes (If Yes, complete the questions below)

No

Briefly summarize any modifications to parent feedback goal and/or SLO goal.

Parent feedback goal of tracking attendance in the preschool setting is an important task that can result in greater success of students meeting their goals and objectives.

2 students had been tracked to date resulting in parent communication being established and the emphasis on the importance of school communicated.

Communication is key and often builds positive relationships between schools and home

Briefly summarize any supports (if any) that will be provided to the teacher to support their modifications:

This form reflects mutual agreement

End of Year Teacher Self-Assessment- Teacher Input - Form 1 (Rev. 2016)

End-of-Year Teacher Self-Assessment Teacher Input - Form 1

To be submitted at least 2 full school days before the summative conference.

(Revised 2016)

1. Student Growth Indicator (45%)

Briefly describe the result of your SLO and bring your samples of evidence from each of your IAGDs to your End of Year Summative Conference.

I am pleased to say that, with assistance from Suzanne Clement from CES, we did revise and implement a new preschool-kindergarten transition summary this spring. Our
new instrument is fully aligned to the CT-ELDS and provides the kindergarten teacher and principal with a broad picture of how each child functions across all the
developmental domains. The changes we made were a reflection of input that I received from SPS kindergarten teachers and community preschool providers. Along with this
change, we are also piloting the PELI assessment in six of our elementary schools. This is a more detailed literacy assessment that, once it is implemented across all
elementary schools, will be used to inform instruction from the first day of kindergarten. The feedback I have received from preschool teachers who are currently using our
new transition summary are favorable.

I had also intended to work on aligning progress-monitoring assessments used by various preschool providers, as well as the staff at APPLES. As I began to look at the
instruments used, however, I realized that there were many facets to this undertaking that are beyond my control. One very important constraint that I was previously
unaware of is that many of our state and federally funded programs have requirements that dictate which assessments must be used. I also began to realize that, since all
programs are working toward mastery of the CT-ELDS, their curriculum is for the most part aligned. As the year wore on, it became clear to me that the purview of my
position does not, and in fact should not, stretch into the day-to-day workings of the community preschools.

In place of the progress-monitoring work, I joined the Kindergarten Readiness CAN (community action network) and began to work with a variety of community organizations
involved in the work of this committee. Together, we began to develop a definition of Kindergarten Readiness. Although this work is still evolving, we have established a
cooperative relationship between the community preschool providers and SPS kindergarten teachers. We have plans to continue meetings between these two groups into the
future.

Finally, I also spent quite a bit of time this year working with the SPS registration committee to assist them in implementing a new online registration procedure. In fact, I
included information about this process in all of my parent workshops. I also plan to assist Dena Booker as she goes to all of the larger CLC sights to assist parents in
registering their children.

SLO - Indicate your overall progress on this goal.

Attainment of Objective

Below Standard Developing Proficient Exemplary Not Applicable

2. Whole School Student Learning Indicators (5%)

There is no scoring for the Whole School Learning Goal for this school year.

3. Teacher Practice and Performance (40%)

Indicate your overall progress by rating your performance in Teacher Practice and Performance.
Includes Observation/s and Review of Practice

Observation/s and Review of Practice

Below Standard Developing Proficient Exemplary

Review of Practice:

Please select all areas you would like to point out to your evaluator that adds to your performance and contribution to Stamford Public Schools and the
students we teach.

Data Team Participant

Data Team Leader
School Data Team Member
District Data Team Member
Governance Council Member
PTO Attendee
PGDE Committee Member
TEAM Building Liaison
Active TEAM Mentor
TEAM Paper Reviewer
Mentor for non-TEAM Teacher
Mentor for Teacher
Enrichment Club provider
Academic Club provider
Intramural Instructor
Parade
Concerts
Play
Play Support Person
Displays and Bulletin Boards
Web Page School Designer
Web Page for grade level/subject/team
Curriculum Committee
PD Provider
Technology leader or provider
Department Head
District Content Leader
Grade level leader
Math Liaison
Night School teacher
Safety Committee
Summer School Teacher
High School Call to Action
Advisory/Connection Time PD Developer
Elem or MS Yearbook Advisor
High School Class Advisor
High School Yearbook
High School Newspaper
Colleague grade Book training
Spotlight on Teacher Recipiant
Teacher of the Year Committee
STEM Contributer
Lead or Participated in PLC Discussion on Teaching Practice
PBS Leader
Other

If you chose other, please describe.

I provided a total of 6 evening parent workshops this year. These workshops were an attempt to educate parents about the transition from preschool to kindergarten.

Review of Practice Dialogue:

Elaborate on one or two activities you participated in that you would like to share as your "Review of Practice." How did your participation enhance Stamford
Public Schools or your teaching practice and/or what impact did it have on students, and/or parents, and/or colleagues?

Category 1 teachers do not have a formal Review of Practice so should put NA in this form. Category 1’s Domain 4 information is already in the three formal
observation documents. However, if you wish to fill this section out for your records, you can.

N/A

4. Parent Feedback Goal (10%)

Briefly describe what you did to achieve your action item. Bring a sample of evidence to your End of Year Summative Conference.

In addressing attendance, my approach is to monitor absences on a daily basis. When a child has been absent for more than two days, I consult the teacher. Usually, the
parent has been in contact with the teacher to communicate the reason for the absence. If not, I then consult the school nurse. When there has been no communication with
the nurse or the teacher, I ask the teacher to reach out to the parent. In one case, a protracted absence was due to a disruption in sleeping habits. This, unfortunately, is
something many autistic children experience. In two other cases the child’s suppressed immune system precluded them from attending school. One of those children has
since returned to school and we are trying to locate the other family. (They may have moved.) All in all, the majority of absences have turned out to be warranted. In cases
where there was no illness, there have been extenuating circumstances. In a handful of cases, we have discovered that families are experiencing troubles that necessitate
the intervention of DCF or our social worker. In those cases, we have followed through accordingly.

Parent FeedBack - Indicate your overall progress on your Action Item.

Action Item Progress

Below Standard Developing Proficiently Exemplary

5. Professional Learning

What professional learning and/or other type of support would help you to continue to make progress into the coming academic year?

I think I would benefit from workshops on the IEP process from an administrative point of view. I also need to learn more about IEP direct and Powerschool.

Please check all professional development you would like to see offered and that you would attend during your scheduled professional development time.

Classroom Management Strategies

Behavior modification strategies
Strategies for effective transitions during class
Creating inviting classroom environments
Perfecting the workshop model
Creating clever engaging Do Now Lessons
Exploring interactive games for students
Creating lessons for use on promethian or whiteboard with subject alike colleagues from mutilple schools
Using IPADS, tablets or other portable devices
Creating a classroom webpage
Exploring innovative technology apps or programs
Prezzi and other presentation software
EL strategies for the non-academic classroom
Critical discussions on creating connections with students
Training in recognizing students in distress
Ways to comply with 504 modifications
Addressing IEP compliance for the regular classroom teacher
Regular Clasroom Teacher rights in IEP process
Writing effective critiques
Protection strategies for use of email with parents, colleagues and administration
Stategies for effective parent conferences
Developing mediation skills
PLC’s with colleagues from other schools
Colleague educational book club
External PD opportunities for growth in my assignment
Using Gradebook
Opportunities for leadership roles as a teacher
Stategies for effective mentoring
Training in walkthrough effectiveness
Presenting great PDs - training
Exploring the possibility of moving into administration
Exploring scheduling software
Teacher evaluation rights and responsibilites
Writing SLOs and other training in teacher evaluation
Managing personal workplace stress

Other professional development ideas not listed that you would like to see added.

6. Summative Rating

I believe my Overall Summative Rating should be:

Summative Rating

Below Standard Developing Proficient Exemplary

Signature

I submit my signature

End of Year Teacher Summative Rating - Evaluator Input - Form 2 (Rev. 2016)

End of Year Teacher Summative Rating - Evaluator Input - Form 2

Revised 2016

Student Outcome Rating

SLO - 45%

Whole School Learning Indicator - 5%

Note: There is no scoring for the Whole School Learning Indicator for this School Year.

Student Growth and Development - 45%

Below Standard Developing Proficient Exemplary

Teacher Practice Rating

Teacher Performance (includes review of practice) - 40%

Parent Feedback - 10%

Teacher Performance and Practice - 40%

Below Standard Developing Proficient Exemplary

Parent Feedback - 10%

Below Standard Developing Proficient Exemplary

Comments from the discussion of the Review of Practice:

Lisa has made tremendous progress towards meeting her SLO’ goals

Continue to support CTELDS and curriculum implementation within all preschool classrooms

Develop yearly plan working with Instructional Coordinators- maintain documentation of work, PD, meeting times

Help support teachers maximize students learning time- fostering opportunities to peer model and learn from each other

Emphasis on literacy development- (phonics, phonemic awareness, vocabulary, comprehension)

Maintain NAEYC components and support SR teacher

Final Summative Rating

Final Summative Rating

Below Standard Developing Proficient Exemplary

Target Areas for Professional Growth

These are the following Professional Development areas Lisa would like to be supported in:

I think I would benefit from workshops on the IEP process from an administrative point of view.

I also need to learn more about IEP direct and Powerschool

Behavior modification strategies

Training in recognizing students in distress
Protection strategies for use of email with parents, colleagues and administration
Exploring scheduling software
Teacher evaluation rights and responsibilities

End of Year Conference Outcome

Summative rating reflects mutual agreement determined at the conference.

Summative rating does not reflect mutual agreement determined at the conference.

Overall Comments (Optional)

This year was a huge learning curve for Lisa entering an Inclusion Preschool program that has many integral components. However,

her dedication, commitment and passion is commendable. She has taken on varying initiatives and tasks this year that all have been very successful.

K-Registration,

Supporting the NAEYC Accreditation process

Kindergarten Transition

School Readiness current and incoming enrollment, parent fees, application process

Family engagement and support

Administrative roles and responsibilities

Teacher Support

Signature

I submit my signature

End of Year Teacher Response - Form 3

Teacher: End of Year Teacher Response Form

End of Year Conference Outcome

Summative rating reflects mutual agreement determined at the conference.

Summative rating does not reflect mutual agreement determined at the conference.

Comments (Optional)

Signature

I submit my signature