Endofyearreport 18-19

LEAP End of Year Report
2018-2019
SPEED, DANIELLE - 100192492 456 - South High School
LEAP Overall Performance
Overall LEAP Rating

2018-19 Overall LEAP Rating:
Distinguished
NM or A A or E or
E E or D D
or E or D D
Professional Practice
Effective
NM or A or
A or E E E or D
E
Approaching
A or E or
NM or A A A or E
D
Not Meeting
NM or A or NM or A
NM NM or A
E or E or D
Not Meeting Approaching Effective Distinguished
Student Growth
Professional Practice Student Growth

Professional Practice Rating: E Student Growth Rating: E
Acknowledgements
This document has been electronically acknowledged by:
• School Leader, DONALD REYNOLDS on 5/14/2019
• Teacher, DANIELLE SPEED Pending Acknowledgement
Report Created on 4/7/2021 Page 1 of 16

CONFIDENTIAL — DO NOT DISTRIBUTE: This document is confidential and is intended solely for District employees who are authorized to view personnel evaluation data
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2018-2019
Measures Summary
Professional Practice Student Growth

Overall Fall
Points Points Points Points
Fall and/or Spring Score
Earned Possible Earned Possible
Score
Observation Student Learning Objectives
I Mean -- 4.75 13.57 20.00 SLO 1 92% 27.60 30.00

LE Mean -- 5.13 7.33 10.00 SLO 2 Excluded --
Student Perception Survey State
Facilitates Learning BA BA -- Low to

Math 4.00 10.00
Moderate
High Expectations BA BA 5.56 10.00 School
Supports Students A A -- South High
2017 - 2018 LEAP School
School
Peer Group High School High School
SPF Growth Indicator Rating Does Not Meet 2.50 10.00
Professionalism
Grand Total 34.10 50.00
P.1-P.6 -- 3.67 9.18 10.00
Last Calculated on 5/14/2019
P.7 -- Not Submitted --
Grand Total 35.64 50.00
SPS Performance Legend

WAA Well Above Average BA Below Average
AA Above Average WBA Well Below Average
A Average U Unsatisfactory

2018-2019
Measures Summary

2018-2019
Measures Summary
Observations Student Growth

Data as of 5/14/2019
SPS Student Growth State

Content Area Result
Math Low to Moderate Growth
40th 60th
Professionalism Percentile Percentile
P.1 P.2 P.3 P.4 P.5 P.6 P.7

Teacher E E D D D D -
Leader E E D D D D -
Teacher Last Updated on 3/24/2019
Leader Last Updated on 5/14/2019 by DONALD REYNOLDS

2018-2019
Observation Detail
Learning Environment Instruction

Mean: 5.13 Mean: 4.75
Positive Effective Masterful Content Delivery High-Impact Instructional
Classroom Classroom Moves
Culture and Management
Climate
LE.1 LE.2 LE.3 LE.4 I.1 I.2 I.3 I.4 I.5 I.6 I.7 I.8
Indicator Mean: 5.00 5.50 5.00 5.00 5.00 5.00 5.00 4.50 4.50 5.00 4.00 5.00
10/08/18
DONALD REYNOLDS -- 6 -- -- 4 -- -- 4 -- -- -- 4
LEAP Formal Short
(Assistant Principal)
10/29/18
DONALD REYNOLDS 5 5 5 5 6 5 5 5 5 4 4 5
LEAP Formal Full
03/15/19
DONALD REYNOLDS -- -- -- -- -- 5 -- -- 4 6 -- 6
LEAP Formal Short
Data as of 5/14/2019 Not Meeting = 1,2 Approaching = 3,4 Effective = 5,6 Distinguished = 7
Overall Observation Learning Environment Instruction

2018-2019
Student Perception Survey Detail
Overall Positive: 76% Always ■ Mostly ■
42 Unique Students Surveyed: South High School Sometimes ■ Never ■
Fall Survey Student Count: 28

Spring Survey Student Count: 17
Facilitates Learning
68% Summary
82% Q14 In my teacher's class, we learn to correct our mistakes.
80% Q8 My teacher wants me to think about things I learn and not just memorize
them.
76% Q25 In my teacher's class, I have to explain my answers.
73% Q29 My teacher knows when the class does not understand.
71% Q12 My teacher uses examples in class that I understand.
69% Q11 My teacher helps me learn new things.
67% Q6 My teacher explains what we are learning and why.
64% Q2 My teacher helps me understand my mistakes so that I can do better next
time.
64% Q21 My teacher is good at explaining things that are hard to understand.
62% Q23 My teacher explains things in different ways.
58% Q4 My teacher makes learning interesting.
58% Q9 My teacher encourages me to share my ideas.
58% Q16 My teacher checks to make sure I understand.
High Expectations of Students

80% Summary
89% Q3 My teacher makes sure that the class rules are clear.
87% Q27 My teacher makes sure I do my best in school.
84% Q10 My teacher makes sure that we all treat each other with respect.
78% Q5 In my teacher's class, I have to work hard.
78% Q20 My teacher only accepts my best effort.
76% Q24 My teacher makes sure that students in this class behave well.
73% Q17 In my teacher's class, I have to think hard about the work I do.
73% Q19 My teacher makes sure that students do what they're supposed to be doing.
Supports Students
86% Summary
* 93% Q7 My teacher ignores me.
89% Q13 I like the way my teacher treats me.
89% Q26 My teacher is nice to me when I need help.
87% Q28 The rules in my teacher's class are fair.
84% Q30 My teacher cares about me.
82% Q18 My teacher believes in me.

2018-2019
Student Perception Survey Detail
78% Q1 My teacher listens to me.
* Q07 is a negatively-worded item. The “positive” responses for this item are Never and Some of the Time.

2018-2019
Professionalism Detail
P.1 Demonstrates and applies knowledge of students' developments, needs, interests and cultures to promote equity.
Teacher Effective Effective Leader

Evidence Evidence
Takes steps to learn about individual student’s diverse Takes steps to learn about individual student’s diverse
cultural and linguistic heritage, interests, background, cultural and linguistic heritage, interests, background,
developmental stage, and learning, emotional and developmental stage, and learning, emotional and
medical needs. medical needs.
Plans appropriate lessons based on knowledge of Leads Equity Team activities and supports equity
students’ cultural and linguistic heritage, interests, training to promote school-wide cultural competence.
backgrounds, developmental stages, and learning,
emotional and medical needs.
Encourages students to self-advocate for needed Encourages students to self-advocate for needed
supports within the school community. supports within the school community.
Collaboratively develops IEPs/Advanced Learning Plans
(ALPs) in a timely manner that is responsive to students’
-Not Selected- needs. Provides IEP/ALP documents to all professionals
working with students (Special Educators and/or Gifted
and Talented Educators only).
Comments / Next Steps Comments / Next Steps
No Comments / Next Steps Entered Your recent steps to implement structures that help
students develop the ability to self-assess their
performance along a number of dimensions are
promising.

2018-2019
P.2 Uses students' work and data to plan, adjust and differentiate instruction.
Teacher Effective Effective Leader

Evidence Evidence
Uses multiple data inquiry cycles to inform year-long Uses multiple data inquiry cycles to inform year-long
planning, unit planning and weekly/daily lesson planning. planning, unit planning and weekly/daily lesson planning.
Analyzes multiple sources of students’ learning data to Analyzes multiple sources of students’ learning data to
identify students’ learning needs relative to standards, identify students’ learning needs relative to standards,
gaps in students’ understanding of content and gaps in gaps in students’ understanding of content and gaps in
learning between subgroups of students. learning between subgroups of students.
Uses data to develop rigorous action plans that lead Uses data to develop rigorous action plans that lead
students to growth and mastery of standards. students to growth and mastery of standards.
Utilizes research-based strategies and interventions to
-Not Selected-
meet all students’ needs.
Uses student support plans (that include baseline
-Not Selected- functioning, accommodations and goals) to drive
instruction and support.
Plans and leads a process for students to collect and
-Not Selected- analyze personal data to identify strengths/weaknesses
(academic, linguistic and behavioral) and set goals.
I have been using a lot of student work in class to show Your willingness to step up and lead your DDI team
mistakes and have students correct each other as well as without the official title is recognized and greatly
learn from mistakes and practice giving each other appreciated.
feedback.
I have taken student exit tickets on Tuesday and used

them to put them into differentiated groups on block day
based on skill set and moving forward pushing students to
push themselves and take on a new level they are not
comfortable with too. They self grade and reflect on
where they are int he process.

2018-2019
P.3 Collaborates with school teams to positively impact students' outcomes.
Teacher Distinguished Distinguished Leader

Evidence Evidence
Builds team capacity and drives team effectiveness. Builds team capacity and drives team effectiveness.
Clear leader among peers and stakeholders. Clear leader among peers and stakeholders.
Collaboratively examines and thoughtfully implements Collaboratively examines and thoughtfully implements
school and district policies/procedures. school and district policies/procedures.
Acts professionally, expresses disagreement tactfully, Acts professionally, expresses disagreement tactfully,
and exemplifies DPS Shared Core Values when and exemplifies DPS Shared Core Values when
engaging colleagues. engaging colleagues.
Creates and actively seeks opportunities that contribute
-Not Selected-
to a positive school climate and culture.
I have worked with the Math 2 teachers, Maureen, Brock You have noticeably become more comfortable with
and Don to try and make math 2 as effective as possible. holding yourself AND your peers accountable for student
I have asked for feedback and used this in planning for learning, DDI participation, and peer teacher support.
following meetings. You also contributed greatly to the success of the College
& Career Ready PDU this year.
I made Hayder plan a lesson and invited administration to
come observe before being hired as the LTS.
I planned and co taught with my LTS.
I have held my peers accountable for commitments they

made, and while they didn't change their grade books,
they became more productive members of the team and
helped contribute to the common assessments.

2018-2019
P.4 Advocates for and engages students, families and the community in support of improved students' achievement.

Evidence Evidence
Facilitates meaningful stakeholder participation by Facilitates meaningful stakeholder participation by
engaging in multiple, diverse, collaborative opportunities engaging in multiple, diverse, collaborative opportunities
to improve school climate, culture and academic to improve school climate, culture and academic
learning. learning.
Puts additional structures in place to regularly involve Engages in meaningful, two-way dialogue with families
families in students’ learning and achievement. where information is respectfully shared for the purpose
of improving students’ growth.
Makes families and community members feel welcome Makes families and community members feel welcome
and valued. and valued.
Advocates for school-wide structural and/or process
-Not Selected- changes to meet the needs of a diverse student
population and achieve equity.
Advocates for individual student’s needs within the -Not Selected-
school community.
In advisement, I put together a list of guest speakers to You consistently engage with your students, parents, and
help with a semester long project as well as teach other staff with the sole focus of improving your students'
financial literacy to the seniors. experiences here at South.
I reached out for Denver Water to present to the Math 2

courses, but due to the strike and snow days we were
unable to connect before I had to leave for maternity
leave.
I have communicated regularly with parents about student

progress and ways to improve as well as how they can
support their student in becoming more independent.

2018-2019
P.5 Demonstrates self-awareness, reflects on practice with self and others and acts on feedback.

Evidence Evidence
Models self-reflection for others, encouraging a culture Models self-reflection for others, encouraging a culture of
of improvement. improvement.
Actively solicits and acts on feedback from multiple Actively solicits and acts on feedback from multiple
sources. sources.
Consistently reflects on own Consistently reflects on own
biases/perceptions/pedagogical practices and mitigates biases/perceptions/pedagogical practices and mitigates
the negative impact on students through culturally the negative impact on students through culturally
responsive practices. responsive practices.
I have asked for feedback from multiple people around You continue to be an exemplary model of type of
my instruction, and had Brock in my room 2 times for reflective, collaborative teacher we need to turn the
instruction feedback (I have emails, if needed). I've asked school around. You consistently seek feedback from
he come back second semester too. multiple sources and you take action on the feedback
your receive in a timely manner. You willingness to take
I have asked for help and feedback trying to restructure professional risks in the service of your students was
Math 2 planning and making it more effective. I worked evident with your work with College & Career Ready
with Elizabeth and Alex to take over leadership and trying PDU.
to spread out the wealth as I prepare for maternity leave.
P.6 Pursues opportunities for professional growth and contributes to a culture of inquiry.

Evidence Evidence
Contributes to a culture of inquiry by sharing effective, Contributes to a culture of inquiry by sharing effective,
evidence-based teaching strategies or professional evidence-based teaching strategies or professional
literature, conducting action research and engaging in literature, conducting action research and engaging in
collaborative inquiry around problems of practice. collaborative inquiry around problems of practice.
I have spent time working with the curriculum team You were willing to explore being an innovator with our
downtown on assessment review committee. I have also work with Dr. David Conley's work on embedding College
worked with the math Partner o help develop a culture of & Career ready skills instruction.
communication and better alignment S2 for Math to to
match the SAT/PSAT. I have emails of confirmation if
needed.

2018-2019
P.7 Builds capacity among colleagues and demonstrates service to students, school, district and the profession.
Teacher No Rating No Rating Leader

Evidence Evidence
-Not Selected- -Not Selected-
No Comments / Next Steps Entered No Comments / Next Steps Entered

2018-2019
Student Growth Detail
SLO 1: Integrated Math 2 - Geometric Models

School: South High School Number of Students in SLO: 23
# Points
Did Not Yet Meet Partially Met Approached Exceeded
Students Expectations Met Expectation
Expectation Expectation Expectation Earned
Significantly
Underprepared
0 0
Underprepared 2 1 Student(s) 1 Student(s) 5

Somewhat
Prepared
9 1 Student(s) 7 Student(s) 1 Student(s) 26
Prepared 10 3 Student(s) 7 Student(s) 27

Ahead 0 0
Totals 21 0 Students 1 Students 1 Students 11 Students 8 Students 58
Points Points % of Possible
Earned Possible Points Earned Legend
0 1 2 3 Decision
58 63 92% Points Point Points Points Points
N/A
SLO 2:
On 3/22/2019, DANIELLE SPEED indicated that this Student Learning Objective will not be completed

2018-2019
Student Growth Detail
State Measures Results More information about State Measures please go to The Commons here
Confidence
Content Area Result Pooled GP Interval Student Count
Math Low to Moderate Growth 40 34-47 57
40th 60th
Percentile Percentile
State Measures scores are based on student growth percentiles on state assessments in Math and English Language Arts. The score is
based on the teacher’s mean growth percentile over the most recent years and a confidence interval. There are five possible scores in each
content area:
· High Growth: Mean GP and confidence interval are above the 60th percentile
· Moderate to High Growth: Confidence interval crosses the 60th percentile
· Moderate Growth: Mean GP and confidence interval are between the 40th and 60th percentiles (or the confidence interval
crosses both the 40th and 60th percentiles)
· Low to Moderate Growth: Confidence interval crosses the 40th percentile
· Low Growth: Mean GP and confidence interval are below the 40th percentile
School Results For additional school measure level detail click here
South High School (2017-2018) Does Not Meet

% SPF Growth Points Earned
Overall Growth

2018-2019
Reflections on Practice
2018-2019 End of Year

Leader Teacher
Overall Comments on Performance Overall Comments on Performance
You have made great strides with developing your leadership This has been a huge year of growth for me, and I still see
voice inside the math department. Even without the official areas for improvement. I would like to use my class rubrics
title, you stepped up to lead very important efforts in the and student feedback more. Had I finished the year (not on
department around PLC DDI collaboration and the maternity leave) I would have included more opportunities for
exploration of how to embed College & Career Ready skills reciprocal feedback. Losing 6 days semester 2 was hard
into math instruction. though and unexpected. I believe I am highly effective
Areas of Strength teacher, and I want to continue to grow in years to come.
Areas of Strength
Your willingness to take professional risks in order to improve
your instruction and the learning experiences of your I am very reflective and always strive for the best. My
students was evident this year. You also demonstrated a strengths include planning, reflection and adjusting lessons
willingness to hold yourself, and your teaching peers, to meet student needs. Building a safe environment is
accountable for student learning. important to me, but it is also a downfall of mine.
Areas for Growth Areas for Growth
You have an opportunity to become a leader in the district Continued students feedback, reciprocal feedback and use
around how to embed College & Career Ready skills in a of rubrics consistently, including having students grade one
math classroom in a manner that yields great results in another and themselves. Focus on academic rigor within the
student learning of the core content. Continue to build upon WHY of mathematics is working the way it does, and
what you started this year in that regard. continue to work on aggressive progress monitoring.
Recommendations for Next Steps Recommendations for Next Steps
Refine and expand your innovations with embedding College Continue to be reflective and keep this EOY in mind as
& Career Ready skills in a math classroom. Your work in this planning and adjusting to the coming year as a part time
regard should also be a center piece of your intervention interventionist.
responsibilities next year. Last Updated on 3/24/2019
Last Updated on 5/14/2019 by DONALD REYNOLDS
2018-2019 Mid-Year
No Data Available No Data Available


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LEAP End of Year Report

SPEED, DANIELLE - 100192492 456 - South High School

LEAP Overall Performance

Overall LEAP Rating

Not Meeting Approaching Effective Distinguished

Professional Practice Student Growth

Report Created on 4/7/2021 Page 1 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Professional Practice Student Growth

Observation Student Learning Objectives

I Mean -- 4.75 13.57 20.00 SLO 1 92% 27.60 30.00

Facilitates Learning BA BA -- Low to

Last Calculated on 5/14/2019

SPS Performance Legend

Report Created on 4/7/2021 Page 2 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Report Created on 4/7/2021 Page 3 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Observations Student Growth

Last Calculated on 5/14/2019

SPS Student Growth State

P.1 P.2 P.3 P.4 P.5 P.6 P.7

Report Created on 4/7/2021 Page 4 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Learning Environment Instruction

Overall Observation Learning Environment Instruction

Report Created on 4/7/2021 Page 5 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Student Perception Survey Detail

Overall Positive: 76% Always ■ Mostly ■

42 Unique Students Surveyed: South High School Sometimes ■ Never ■

Fall Survey Student Count: 28

High Expectations of Students

Report Created on 4/7/2021 Page 6 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Student Perception Survey Detail

78% Q1 My teacher listens to me.

Report Created on 4/7/2021 Page 7 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Teacher Effective Effective Leader

Report Created on 4/7/2021 Page 8 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Teacher Effective Effective Leader

I have taken student exit tickets on Tuesday and used

Report Created on 4/7/2021 Page 9 of 16

SPEED, DANIELLE - 100192492 456 - South High School

P.3 Collaborates with school teams to positively impact students' outcomes.

Teacher Distinguished Distinguished Leader

I planned and co taught with my LTS.

I have held my peers accountable for commitments they

Report Created on 4/7/2021 Page 10 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Teacher Distinguished Distinguished Leader

I reached out for Denver Water to present to the Math 2

I have communicated regularly with parents about student

Report Created on 4/7/2021 Page 11 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Teacher Distinguished Distinguished Leader

Teacher Distinguished Distinguished Leader

Report Created on 4/7/2021 Page 12 of 16

SPEED, DANIELLE - 100192492 456 - South High School

Teacher No Rating No Rating Leader