Seattle Public Schools Certi ed Teacher Summative Evaluation

Form
Seattle Public Schools 2019 - 2020
Julia Manno, Queen Anne Elementary

Current Year Evaluation Cycle: Focused: C3, Carry-forward: Evaluator: Janine Roy
DIS (2018-2019)
Teacher: Julia Manno
Proposed Evaluation Cycle for Next Year: Focused, C3

EOY Conference Date: Apr 27, 2020

Report Date: Apr 26, 2020

Observations

Observation Date Evaluator Observation ID Observation Title

Nov 15, 2019 Janine Roy Obs 2019-2020.1 Obs 2019-2020.1

Feb 11, 2020 Janine Roy Obs 2019-2020.2 Obs 2019-2020.2

Nov 18, 2019 Janine Roy Obs 2019-2020.4 Obs 2019-2020.4

Evaluator Final Recommendations

Ms. Julia Manno is a distinguished teacher in Washington State. She is an educational leader in the areas of: special education,
instructional practice, innovative teaching approaches such as Orton-Gillingham Approach to Reading and Writing instruction,
di erentiation, social emotional learning, and integrating digital learning into daily classroom practices. She helps each student to
thrive in her Resource Room academically, emotionally and socially. In addition to her Resource Room responsibilities, she is a
collaborative leader on sta striving to support every child in the school. First, she initiated and led a school-wide SEL program
based on Zones of Regulation. Then she initiated and implemented a SEL Therapy Dog program at our school this year, which
involved training with her and her own dog, creating a school-wide SEL Therapy Dog Program which bene ted every student in the
school and incorporating her SEL Therapy Dog program into her Resource Room program to bene t her Resource Room students.
In addition to being a teacher leader in usual times, she took on additional leadership roles and responsibilities during Coronavirus
School Closure by supporting each of her Resource Room students in remote learning and sharing updates about her SEL Therapy
dog with all students. She is a phenomenal teacher, enthusiastic collaborator with colleagues, and highly valued community
member at our school. She is also a very positive member of our school community, as her 'can do' creativity and enthusiasm make
our school a wonderful place to learn and work.

Carry Forward Score

DIS

STATE SUMMARY VIEW

Recognizing individual student learning needs and developing strategies to address

C3
those needs.

1b Demonstrating
Knowledge of UNS BAS PRO DIS 5
Students

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 Recognizing individual student learning needs and developing strategies to address
C3
those needs.
Teacher Teacher indicates Teacher Teacher actively
demonstrates little or the importance of understands the seeks knowledge of
no understanding of under- standing active nature of students’ levels of
how students learn how students learn student learning development and
and little knowledge and the students’ and attains their backgrounds,
of students’ backgrounds, information about cultures, skills,
backgrounds, cultures, skills, levels of language
cultures, skills, language development for pro ciency,
language pro ciency, pro ciency, groups of students. interests, and
interests, and special interests, and special needs from
The teacher also
needs and does not special needs, and a variety of sources.
purposefully seeks
seek such attains this This information is
knowledge from
understanding. knowledge about acquired for
several sources of
the class as a individual students.
students’
whole.
backgrounds,
cultures, skills,
language
pro ciency,
interests, and
special needs and
attains this
knowledge about
groups of students.

3e Demonstrating
Flexibility and UNS BAS PRO DIS 5
Responsiveness
Teacher adheres Teacher Teacher promotes Teacher seizes an
to the instruction attempts to the successful opportunity to enhance
plan in spite of modify the learning of all learning, building on a
evidence of poor lesson when students, making spontaneous event or
student needed and to minor adjustments student interests, or
understanding or respond to as needed to successfully adjusts and
lack of interest. student instruction plans di erentiates instruction
questions and and accommodating to address individual
Teacher ignores
interests, with student questions, student
student questions;
moderate needs, and misunderstandings.
when students
success. interests.
experience Teacher persists in
di culty, the Teacher accepts Drawing on a broad seeking e ective
teacher blames responsibility for repertoire of approaches for students
the students or student success strategies, the who need help, using an
their home but has only a teacher persists in extensive repertoire of
environment. limited seeking approaches instructional strategies
repertoire of for students who and soliciting additional
strategies to have di culty resources from the
draw upon. learning. school or community.

SG 3.1 Establish Student

Growth Goal(s) UNS BAS PRO DIS 5

Does not establish Establishes Establishes Establishes

student growth appropriate appropriate appropriate student
goal(s) or establishes student growth student growth growth goal(s) for
inappropriate goal(s) goal(s) for goal(s) for subgroups of
for subgroups of subgroups of subgroups of students not
students not students not students not reaching full
reaching full learning reaching full reaching full potential in
potential. Goal(s) do learning potential. learning potential. collaboration with
not identify multiple, Goal(s) do not Goal(s) identify students, parents,
high-quality sources identify multiple, multiple, high- and other school
of data to monitor, high-quality quality sources of sta . Goal(s) identify
adjust, and evaluate sources of data to data to monitor, multiple, high-
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 Recognizing individual student learning needs and developing strategies to address
C3
those needs.
achievement of monitor, adjust, adjust, and quality sources of
goal(s). and evaluate evaluate data to monitor,
achievement of achievement of adjust, and evaluate
goal(s). goal(s). achievement of
goal(s).

SG 3.2 Achievement of
Student Growth UNS BAS PRO DIS
Goal(s)
Growth or Multiple sources of Multiple sources of Multiple sources of
achievement data growth or growth or growth or
from at least two achievement data achievement data achievement data
points in time from at least two from at least two from at least two
shows no evidence points in time show points in time show points in time show
of growth for most some evidence of clear evidence of evidence of high
students. growth for some growth for most growth for all or
students. students. nearly all students.

Exemplar Evidence Packages

No exemplars have been selected

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