Endofyearreport 17-18

LEAP End of Year Report
2017-2018
SPEED, DANIELLE - 100192492 456 - South High School
LEAP Overall Performance
Overall LEAP Rating

2017-18 Overall LEAP Rating:
Distinguished
NM or A A or E or
A E E or D D
or E or D D
Professional Practice
Effective
Point calculations place this teacher into a rating decision box.
NM or A or
A 2017-2018 rating must be selected by the School Leader. A or E E E or D
E
Approaching
Comments to Support Rating Selection: (required)
A or E or
The teacher's valued contributions to the leadership of our math NM or A A A or E
department tipped the scales into the effective range for her overall LEAP
D
rating.
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: A
Acknowledgements
This document has been electronically acknowledged by:
• School Leader, DONALD REYNOLDS on 5/11/2018
• Teacher, DANIELLE SPEED on 5/11/2018
Report Created on 4/7/2021 Page 1 of 16

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2017-2018
Measures Summary
Professional Practice Student Growth

Points Points Points Points
Score Score
Earned Possible Earned Possible
Observation Student Learning Objectives

I Mean 4.56 13.03 20.00 SLO 1 68% 27.20 40.00
LE Mean 5.25 7.50 10.00 SLO 2 Excluded --
Student Perception Survey School
Facilitates Learning AA -- 2016 - 2017 LEAP South High
School School
High Expectations AA 8.33 10.00
SPF Growth Indicator
Approaching 5.00 10.00
Supports Students AA -- Rating
Peer Group High School Grand Total 32.20 50.00
Last Calculated on 5/1/2018
Professionalism
P.1-P.6 3.17 7.93 10.00
P.7 0.50 0.50 --
Grand Total 37.29 50.00
SPS Performance Legend

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

2017-2018
Measures Summary
Observations Student Growth

Data as of 5/11/2018
SPS Student Growth State

No Data Available
Professionalism
P.1 P.2 P.3 P.4 P.5 P.6 P.7
Teacher E E E E E D E
Leader E E E E E D E
Teacher Last Updated on 5/11/2018
Leader Last Updated on 5/11/2018 by DONALD REYNOLDS

2017-2018
Observation Detail
School Focus: (I.2) Rigorous Tasks Personal Focus: (I.5) Checks for Understanding
Learning Environment Instruction

Mean: 5.25 Mean: 4.56
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 6.00 5.00 5.00 4.00 5.00 4.50 4.67 5.00 4.00 4.50 4.80
09/25/17
DONALD REYNOLDS -- -- -- -- -- -- -- -- -- -- -- --
WalkThrough (Dean)
10/23/17
DONALD REYNOLDS 5 6 5 5 3 5 4 5 5 3 4 5
Full (Dean)
01/22/18
DONALD REYNOLDS -- -- -- -- -- 6 -- 5 5 -- -- --
Partial (Dean)
03/13/18
DONALD REYNOLDS -- -- -- -- -- 5 -- -- 5 -- -- 5
Partial (Dean)
04/05/18
CHERI HILTON -- -- -- -- -- 5 -- -- 5 -- -- 5
Partial (Assistant
Principal)
04/09/18
JENNIFER HANSON -- -- -- -- -- 4 -- -- 5 -- -- 4
Partial (Principal)
05/08/18
DONALD REYNOLDS -- -- -- -- 5 5 5 4 5 5 5 5
Partial (Dean)
Data as of 5/11/2018 Not Meeting = 1,2 Approaching = 3,4 Effective = 5,6 Distinguished = 7
Overall Observation Learning Environment Instruction

2017-2018
Observation Detail

2017-2018
Student Perception Survey Detail
Overall Positive: 92% Always ■ Mostly ■
39 Unique Students Surveyed: South High School Sometimes ■ Never ■
Facilitates Learning
89% Summary
97% Q14 In my teacher's class, we learn to correct our mistakes.
95% Q2 My teacher helps me understand my mistakes so that I can do better next
time.
95% Q6 My teacher explains what we are learning and why.
95% Q8 My teacher wants me to think about things I learn and not just memorize
them.
92% Q12 My teacher uses examples in class that I understand.
90% Q4 My teacher makes learning interesting.
90% Q11 My teacher helps me learn new things.
90% Q21 My teacher is good at explaining things that are hard to understand.
87% Q9 My teacher encourages me to share my ideas.
87% Q29 My teacher knows when the class does not understand.
82% Q16 My teacher checks to make sure I understand.
79% Q25 In my teacher's class, I have to explain my answers.
77% Q23 My teacher explains things in different ways.
High Expectations of Students

92% Summary
97% Q3 My teacher makes sure that the class rules are clear.
97% Q19 My teacher makes sure that students do what they're supposed to be doing.
97% Q24 My teacher makes sure that students in this class behave well.
95% Q10 My teacher makes sure that we all treat each other with respect.
95% Q5 In my teacher's class, I have to work hard.
92% Q27 My teacher makes sure I do my best in school.
90% Q20 My teacher only accepts my best effort.
74% Q17 In my teacher's class, I have to think hard about the work I do.
Supports Students
96% Summary
* 97% Q7 My teacher ignores me.
97% Q28 The rules in my teacher's class are fair.
95% Q1 My teacher listens to me.
95% Q13 I like the way my teacher treats me.
95% Q18 My teacher believes in me.
95% Q26 My teacher is nice to me when I need help.
95% Q30 My teacher cares about me.
* Q07 is a negatively-worded item. The “positive” responses for this item are Never and Some of the Time.

2017-2018
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 Plans appropriate lessons based on knowledge of
students’ cultural and linguistic heritage, interests, students’ cultural and linguistic heritage, interests,
backgrounds, developmental stages, and learning, backgrounds, developmental stages, and learning,
emotional and medical needs. emotional and medical needs.
Identifies students’ areas of growth but inconsistently Identifies students’ areas of growth but inconsistently
leverages students’ strengths when planning supports. leverages students’ strengths when planning supports.
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
Continue working on consistently using students strengths Continue to push yourself to adjust instruction based
within planning lessons. upon feedback that your students give you in the moment
and over time.

2017-2018
P.2 Uses students' work and data to plan, adjust and differentiate instruction.

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.
Uses data to tailor interventions, content, process, Uses data to tailor interventions, content, process,
and/or product to meet students’ needs (including ELLs and/or product to meet students’ needs (including ELLs
and students with disabilities and Gifted and/or Talented and students with disabilities and Gifted and/or Talented
students). students).
Uses student support plans (that include baseline
-Not Selected- functioning, accommodations and goals) to drive
instruction and support.
Look at data more for PSAT and how to get more PSAT You have successfully led efforts to implement DDI with
practice. your math team. Continue to provide this type of
leadership next year.

2017-2018
P.3 Collaborates with school teams to positively impact students' outcomes.

Evidence Evidence
Consistently contributes to a team by setting shared Consistently contributes to a team by setting shared
goals, analyzing/comparing data, collectively solving goals, analyzing/comparing data, collectively solving
problems, sharing successful strategies and problems, sharing successful strategies and
implementing possible solutions. implementing possible solutions.
Shares information about students with colleagues in Shares information about students with colleagues in
formal collaborative meetings and informally as teachers formal collaborative meetings and informally as teachers
discuss their work and leverages what is learned to discuss their work and leverages what is learned to
make instructional changes. make instructional changes.
General education teacher and educational specialist
(e.g., Special Educator, Gifted and Talented (GT)
-Not Selected- teacher, English Language Acquisition (ELA) teacher,
etc.) collaborate, making adjustments to daily lessons
where applicable.
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.
Have students analyze their own work and set their goals. You generally collaborate well with your peers. You are
Move towards Distinguished. consistently focused on your performance relative to
student learning needs. I think you have an opportunity to
push into the distinguished ranks with a few small, but
powerful shifts in your instructional focus.

2017-2018
P.4 Advocates for and engages students, families and the community in support of improved students' achievement.

Evidence Evidence
Communicates in a timely, user-friendly manner Communicates in a timely, user-friendly manner
(including digitally and in a variety of languages if (including digitally and in a variety of languages if
feasible) to students and families about instructional feasible) to students and families about instructional
programs, assessments and students’ programs, assessments and students’
progress/achievement. progress/achievement.
Engages in meaningful, two-way dialogue with families Engages in meaningful, two-way dialogue with families
where information is respectfully shared for the purpose where information is respectfully shared for the purpose
of improving students’ growth. of improving students’ growth.
Makes families and community members feel welcome Makes families and community members feel welcome
and valued. and valued.
Advocates for individual student’s needs within the Advocates for individual student’s needs within the
school community. school community.
Continue more positive contacts home for every How can you engage parents in the learning that takes
"negative"contact home. place in your classes?
P.5 Demonstrates self-awareness, reflects on practice with self and others and acts on feedback.

Evidence Evidence
Consistently reflects on the effectiveness of lessons Consistently reflects on the effectiveness of lessons
(e.g., methodology, pacing, differentiation, etc.) to guide (e.g., methodology, pacing, differentiation, etc.) to guide
future lesson planning/delivery. future lesson planning/delivery.
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.
No Comments / Next Steps Entered Continue to seek feedback from multiple sources
(especially your students) in order to improve your
professional practice.

2017-2018
P.6 Pursues opportunities for professional growth and contributes to a culture of inquiry.
Teacher Distinguished Distinguished Leader

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 have led common planning work and professional
downtown on assessment review committee and leading development for the math department this year. Next
PD for New Teachers. I have also worked with the math year, expand upon this experience by helping to structure
Partner at Lincoln to help develop lesson plans for a a department-wide PDU.
teacher on medical leave. I have emails of confirmation if
needed. I also led a PD with our department chair around
vertical alignment with CPM, have been visited by
Curriculum and Instruction as a demonstration classroom
for CPM.

2017-2018
P.7 Builds capacity among colleagues and demonstrates service to students, school, district and the profession.

Evidence Evidence
Clearly defines her/his role for leadership in collaboration Clearly defines her/his role for leadership in collaboration
with school or department leaders to support relevant with school or department leaders to support relevant
goals laid out in the Unified Improvement Plan (UIP). goals laid out in the Unified Improvement Plan (UIP).
Can point to evidence of impact with colleagues. Can point to evidence of impact with colleagues.
Supports peers in attaining goals set forth in their PGPs Supports peers in attaining goals set forth in their PGPs
and in the school’s UIP. and in the school’s UIP.
Builds capacity by engaging new and veteran teachers Builds capacity by engaging new and veteran teachers in
in communities of practice that utilize the data inquiry communities of practice that utilize the data inquiry cycle.
cycle.
Works in collaboration with the school leadership team Works in collaboration with the school leadership team to
to design, implement and/or improve upon systems to design, implement and/or improve upon systems to
affect school change. affect school change.
I want to continue to be a leader within Math 2 common How have you challenged yourself to engage in difficult
plan and making sure the team is pushing towards better conversations within the math department this semester?
implementation with the new curriculum. I have tried to How has the evolution of your leadership impacted your
make a change and be an effective leader with effective goals for the future?
communication, but have learned that sometimes I need
to just talk face to face with people because my words get
jumbled in email. I will continue to work on this.

2017-2018
Student Growth Detail
SLO 1: Integrated Math 2 - Geometric Models

School: South High School Number of Students in SLO: 28
# Points
Did Not Yet Meet Partially Met Approached Exceeded
Students Expectations Met Expectation
Expectation Expectation Expectation Earned
Significantly
Underprepared
0 0
Underprepared 0 0
Somewhat
Prepared
4 2 Student(s) 2 Student(s) 10
Prepared 21 1 Student(s) 20 Student(s) 41

Ahead 0 0
Totals 25 0 Students 0 Students 3 Students 22 Students 0 Students 51
Points Points % of Possible
Earned Possible Points Earned Legend
0 1 2 3 Decision
51 75 68% Points Point Points Points Points
N/A
SLO 2:
On 3/15/2018, DANIELLE SPEED indicated that this Student Learning Objective will not be completed

2017-2018
Student Growth Detail
State Measures Results More information about State Measures please go to The Commons here
DANIELLE SPEED has no Student Growth State Measure Results available for End-of-Year 2018
No Data Available
School Results For additional school measure level detail click here
South High School (2016-2017) Approaching

% SPF Growth Points Earned
Overall Growth

2017-2018
Reflections on Practice
2017-2018 End of Year

Leader Teacher
Overall Comments on Performance Overall Comments on Performance
Overall, I think was a challenging year for you. Being This year has been another year of growth with taking on a
responsible for multiple roles put you in a position where you new curriculum. However, I feel as though it has been a
couldn't necessarily be great at any one thing. You stepped successful year. I wish I had more observation data,
up to provide needed leadership within the math department particularly a full, on a lesson that wasn't a new concept to
with DDI and professional development. Next year, I think me. My full was on a day where the students were supposed
you will have a better opportunity to demonstrate your true to connect slope to tangent. I remember crying at the end of
abilities with math instruction. the lesson after each class. I believe that while it was 1 bad
Areas of Strength lesson, I am overall an effective teacher. It is my hope that
next year I can make the move for distinguished.
You have a great rapport with your students. You also Areas of Strength
collaborate well with others. You easily see what needs to
be done to improve learning outcomes. I am very reflective and always strive for the best. My
Areas for Growth strengths include planning, reflection and adjusting lessons
to meet student needs.
Instruction: Areas for Growth
Use your great relationships with your students to up the
intensity of expectations for their work with the mathematics. Continue to look forward in lessons and anticipate student
How can you use routine language supports to improve struggle. Continue working on Group roles and norms with
learning outcomes for your students. Also, how can you CPM.
better support students with differentiated questioning as you Recommendations for Next Steps
circulate to support collaborative work.
I really want to continue to be an effective teacher and want
Leadership: to push towards distinguished. I would like to be a
Continue to push yourself to seize opportunities to lead the demonstration class for CPM strategies and questioning
department with "big picture" staff development issues. techniques. I would like support in how to move to
Recommendations for Next Steps distinguished without working 80 hours a week and burning
myself out.
Study the LEAP framework to identify the key unifying Last Updated on 5/11/2018
concepts that are present in the distinguished expectations
for I.2., I.4, and I.5. Also, seek professional development on
differentiated questioning strategies that can be used to
guide student thinking.
Last Updated on 5/11/2018 by DONALD REYNOLDS
2017-2018 Mid-Year
Overall Comments on Performance Overall Comments on Performance
You are a very passionate advocate for our students. You This has been a year of growth learning to teach an honors
have a invest a tremendous amount of enthusiasm and level class. I have grown professionally, and still want to
thoughtfulness into your work. Your professionalism as it continue to grow. I believe that I am continuing to grow as a
applies to instruction is effective. You have the potential to teacher and am continually working towards being a warm
reach the distinguished range along a number of criteria if demander.
you expand on your ability to identify opportunities for
improvement in other's professional practice by exercising
courageous leadership in addressing those issues directly.

2017-2018
Reflections on Practice
Areas of Strength Areas of Strength

--High level of enthusiasm and care for providing great Planning, adjusting to increased rigor and adding more to the
learning experiences to all of our students. new CPM Integrated 2, reflecting and desire to continuously
---You consistently seek feedback on your professional grow.
practice. Areas for Growth
Areas for Growth
I am my own worst critic and take things to heart; all
--Challenge yourself to exercise leadership in your peer feedback both formal and informal. It is easy to spot when I
group even in the most uncomfortable circumstances (i.e. am having a bad day. Consistency with adults and students
become more comfortable having difficult conversations). and remain focused on instruction and the NTA position.
Recommendations for Next Steps Recommendations for Next Steps
--Be on of the leaders that holds others in our department Consistency with adults and students and remain focused on
accountable for our school wide expectations for instruction and the NTA position.
collaboration and student support during common planning Last Updated on 1/28/2018
time.
Last Updated on 1/29/2018 by DONALD REYNOLDS


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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

SPS Performance Legend

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

SPEED, DANIELLE - 100192492 456 - South High School

Observations Student Growth

Last Calculated on 5/1/2018

SPS Student Growth State

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

SPEED, DANIELLE - 100192492 456 - South High School

Learning Environment Instruction

Overall Observation Learning Environment Instruction

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

SPEED, DANIELLE - 100192492 456 - South High School

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

SPEED, DANIELLE - 100192492 456 - South High School

Student Perception Survey Detail

Overall Positive: 92% Always ■ Mostly ■

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

High Expectations of Students

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

SPEED, DANIELLE - 100192492 456 - South High School

Teacher Effective Effective Leader

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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

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

Teacher Effective Effective Leader

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SPEED, DANIELLE - 100192492 456 - South High School

Teacher Effective Effective Leader

Teacher Effective Effective Leader

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SPEED, DANIELLE - 100192492 456 - South High School

Teacher Distinguished Distinguished Leader

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SPEED, DANIELLE - 100192492 456 - South High School

Teacher Effective Effective Leader

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

SPEED, DANIELLE - 100192492 456 - South High School

Student Growth Detail

SLO 1: Integrated Math 2 - Geometric Models

Prepared 21 1 Student(s) 20 Student(s) 41

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SPEED, DANIELLE - 100192492 456 - South High School

Student Growth Detail

South High School (2016-2017) Approaching

Report Created on 4/7/2021 Page 14 of 16

SPEED, DANIELLE - 100192492 456 - South High School

2017-2018 End of Year

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SPEED, DANIELLE - 100192492 456 - South High School