Staff Meeting Session 1: Introduction to the Rhode Island Model Educator Evaluation System

1. Staff Meeting Session #1:Introduction to the Rhode Island Model Educator Evaluation System  Today, we are going to take a closer look at this new evaluation system for teachers and administrators. What we�re really doing in this new approach is focusing on student learning and educator development. I know you probably have a lot of questions right now, and our big goal this year related to the RI Model will be to learn about it together and start to put it into practice. I also want to assure you that I�ll take some time during and at the end of this presentation to answer questions. Today, we are going to take a closer look at this new evaluation system for teachers and administrators. What we�re really doing in this new approach is focusing on student learning and educator development. I know you probably have a lot of questions right now, and our big goal this year related to the RI Model will be to learn about it together and start to put it into practice. I also want to assure you that I�ll take some time during and at the end of this presentation to answer questions.

2. Session Objectives By the end of this session, our staff will: Define the RI Model Educator Evaluation System process and core components: Professional Practice, Professional Responsibility and Student Learning Understand key responsibilities for preparing for productive Beginning-of-Year Conferences Please read the objectives for our meeting today. This is the first in a series of staff meetings on RI Model and just the start of an ongoing conversation. Please read the objectives for our meeting today. This is the first in a series of staff meetings on RI Model and just the start of an ongoing conversation.

3. Agenda Overview of the Rhode Island Model Gradual Implementation Professional Practice & Professional Responsibilities Student Learning Beginning-of-Year Conferences We�ll start by exploring the Rhode Island Model, and then we�ll look at how the system will roll out over the next year. We�ll walk you through each major element of the evaluation process, and we�ll discuss the specific things that you need to do to be ready for our first evaluation conference of the year. We�ll also show you how the final effectiveness rating is calculated. We�ll start by exploring the Rhode Island Model, and then we�ll look at how the system will roll out over the next year. We�ll walk you through each major element of the evaluation process, and we�ll discuss the specific things that you need to do to be ready for our first evaluation conference of the year. We�ll also show you how the final effectiveness rating is calculated.

4. Why Educator Evaluation Matters Meaningful, specific feedback helps all educators to improve their practice. Collaboration and support create a positive environment for improvement. A common vocabulary describing educator practice leads to better understanding of effectiveness in our schools.  The Rhode Island Model focuses on a simple goal: Effective teachers in every classroom. Effective leaders in every school. It starts with a common vision of educator quality. What does great teaching and school leadership look like? How do we help all teachers and administrators reach their personal best? Our Rhode Island schools are lucky to have many talented teachers who successfully guide their students toward greater achievement and we should also provide support and strategies to help teachers and administrators who are in need of improvement. Everyone deserves honest feedback to grow and improve as professionals. We want to promote a sense of collaboration and personal responsibility, key ingredients in improving student achievement within a school. Finally, a statewide model drives consistency in expectations throughout the state. The Rhode Island Model focuses on a simple goal: Effective teachers in every classroom. Effective leaders in every school. It starts with a common vision of educator quality. What does great teaching and school leadership look like? How do we help all teachers and administrators reach their personal best? Our Rhode Island schools are lucky to have many talented teachers who successfully guide their students toward greater achievement and we should also provide support and strategies to help teachers and administrators who are in need of improvement. Everyone deserves honest feedback to grow and improve as professionals. We want to promote a sense of collaboration and personal responsibility, key ingredients in improving student achievement within a school. Finally, a statewide model drives consistency in expectations throughout the state.

5. Optional Activity: Share Out Share Your Experience What are the benefits and downsides of our current evaluation process? What worked or didn�t work in evaluation systems you may have used at other schools? ? The Rhode Island Model Focus on job-embedded professional development Regular evaluation conferences Regular observations with feedback A common rubric Use of student learning data (note that this slide has animation) ASK participants to think about what your current evaluation system looks like � TURN AND TALK: participants discuss their current evaluation system with person(s) next to them. Optional to then share out as a whole group. � CLICK to reveal elements of RI Model on the right side. � What makes this approach to educator evaluation different? In the past, some evaluations paid little attention to the importance of professional development, and years would sometimes elapse between evaluation conferences. Classroom and school-wide observations didn�t happen consistently, and student learning wasn�t considered when rating educator effectiveness. The Rhode Island Model recognizes that the most effective kind of professional development emanates from the experts already at work in a learning community. Job-embedded development � the kind of learning that happens every day as high-performing educators and leaders interact with their colleagues � delivers a more immediate and relevant opportunity to improve performance. Observations are integral to the Rhode Island Model, for both teachers and administrators, and timely feedback is a critical part of the process. Three evaluation conferences between the evaluator and the teacher or administrator delve into areas that will help each professional grow. We know there are concerns � time, building skills and trust � but we�ve heard folks repeatedly say, �Yes, it�s hard, and yes it�s what we have to do� (note that this slide has animation) ASK participants to think about what your current evaluation system looks like � TURN AND TALK: participants discuss their current evaluation system with person(s) next to them. Optional to then share out as a whole group. � CLICK to reveal elements of RI Model on the right side. � What makes this approach to educator evaluation different? In the past, some evaluations paid little attention to the importance of professional development, and years would sometimes elapse between evaluation conferences. Classroom and school-wide observations didn�t happen consistently, and student learning wasn�t considered when rating educator effectiveness. The Rhode Island Model recognizes that the most effective kind of professional development emanates from the experts already at work in a learning community. Job-embedded development � the kind of learning that happens every day as high-performing educators and leaders interact with their colleagues � delivers a more immediate and relevant opportunity to improve performance. Observations are integral to the Rhode Island Model, for both teachers and administrators, and timely feedback is a critical part of the process. Three evaluation conferences between the evaluator and the teacher or administrator delve into areas that will help each professional grow. We know there are concerns � time, building skills and trust � but we�ve heard folks repeatedly say, �Yes, it�s hard, and yes it�s what we have to do�

6. The Rhode Island Model: Made in Rhode Island The Rhode Island Model is a homegrown effort, created right here in the Ocean State. RIDE began the process in 2009 with the adoption of the Rhode Island Educator Evaluation System Standards, which apply to all districts. We then gathered more than 100 local educators from 23 districts and organizations to develop the content for a new evaluation system. We understand Rhode Island and its unique challenges, and we respect the teachers and administrators who work hard every day to educate our children. We believe that, by working together, we can do better for our students. Six working groups pitched in to develop the content, and an advisory committee reviewed their work. RIDE�s Race to the Top grant enabled us to design an evaluation system that meets the standards established in 2009, and the majority of districts in Rhode Island have adopted the Rhode Island Model as their educator evaluation system. The Rhode Island Model has been field tested to ensure it�s fair and accurate. We�ll continue to refine it as we gain experience through the first year of gradual implementation. The Rhode Island Model is a homegrown effort, created right here in the Ocean State. RIDE began the process in 2009 with the adoption of the Rhode Island Educator Evaluation System Standards, which apply to all districts. We then gathered more than 100 local educators from 23 districts and organizations to develop the content for a new evaluation system. We understand Rhode Island and its unique challenges, and we respect the teachers and administrators who work hard every day to educate our children. We believe that, by working together, we can do better for our students. Six working groups pitched in to develop the content, and an advisory committee reviewed their work. RIDE�s Race to the Top grant enabled us to design an evaluation system that meets the standards established in 2009, and the majority of districts in Rhode Island have adopted the Rhode Island Model as their educator evaluation system. The Rhode Island Model has been field tested to ensure it�s fair and accurate. We�ll continue to refine it as we gain experience through the first year of gradual implementation.

7. Multiple sources of information To get an accurate view of an educator�s effectiveness, you need to look at many sources of information. Three areas combine to form the total effectiveness rating for both teachers and administrators: Professional Practice, Professional Responsibilities and Student Learning. Professional Practice assesses knowledge and skills that impact student learning, as defined by the RI Professional Teaching Standards and the RI Educational Leadership Standards. Professional Responsibility considers the individual�s contributions as a member of the school community, as defined by the RI Professional Teaching Standards, RI Educational Leadership Standards and RI Code of Professional Responsibilities. Student Learning assesses the progress of students in the classroom and school toward clearly defined goals that have been set cooperatively by the teacher or administrator and their evaluator. In schools with students in grades 3-7, part of the student learning score for administrators, as well as teachers of math and reading, will eventually include a Rhode Island Growth Model rating based on NECAP scores. To get an accurate view of an educator�s effectiveness, you need to look at many sources of information. Three areas combine to form the total effectiveness rating for both teachers and administrators: Professional Practice, Professional Responsibilities and Student Learning. Professional Practice assesses knowledge and skills that impact student learning, as defined by the RI Professional Teaching Standards and the RI Educational Leadership Standards. Professional Responsibility considers the individual�s contributions as a member of the school community, as defined by the RI Professional Teaching Standards, RI Educational Leadership Standards and RI Code of Professional Responsibilities. Student Learning assesses the progress of students in the classroom and school toward clearly defined goals that have been set cooperatively by the teacher or administrator and their evaluator. In schools with students in grades 3-7, part of the student learning score for administrators, as well as teachers of math and reading, will eventually include a Rhode Island Growth Model rating based on NECAP scores.

8. Continuous cycle of improvement � for teachers AND administrators Educators and their evaluators work together to identify strengths and areas for development Evaluators provide ongoing feedback and help identify targeted development opportunities to increase effectiveness Teachers and leaders constantly self-assess and reflect on performance The Rhode Island Model will enable us to measure the effectiveness of teachers � and the administrators who lead them. It will also help them grow as professionals. Here�s a quick snapshot of how it works. Early in the school year, teachers and administrators will fill out a self-assessment, which encourages them to reflect on their professional practice and responsibilities, and their goals for student learning. Then, teachers and administrators will meet with their evaluators to identify strengths and goals for development. They�ll also finalize goals for student learning. As the real work of teaching and leading begins, teachers and administrators have the opportunity to work on these goals, with the support of their colleagues, school and district. During the year, the evaluator will observe classrooms and schools in action, providing timely feedback to the professionals they are evaluating. The mid-year evaluation conference is another opportunity to get a temperature check on how the teacher or administrator is doing � what�s working and what�s not. The evaluator will work with the educator to identify opportunities for support and development. The Rhode Island Model will enable us to measure the effectiveness of teachers � and the administrators who lead them. It will also help them grow as professionals. Here�s a quick snapshot of how it works. Early in the school year, teachers and administrators will fill out a self-assessment, which encourages them to reflect on their professional practice and responsibilities, and their goals for student learning. Then, teachers and administrators will meet with their evaluators to identify strengths and goals for development. They�ll also finalize goals for student learning. As the real work of teaching and leading begins, teachers and administrators have the opportunity to work on these goals, with the support of their colleagues, school and district. During the year, the evaluator will observe classrooms and schools in action, providing timely feedback to the professionals they are evaluating. The mid-year evaluation conference is another opportunity to get a temperature check on how the teacher or administrator is doing � what�s working and what�s not. The evaluator will work with the educator to identify opportunities for support and development.

9. Teacher Evaluation and Development Process Here is another view of the cycle, across the span of a school year. As you can see, the RI Model is anchored by three evaluation conferences. I will now walk you through the purpose of each of these conferences. Here is another view of the cycle, across the span of a school year. As you can see, the RI Model is anchored by three evaluation conferences. I will now walk you through the purpose of each of these conferences.

10. Beginning-of-Year Conference Teacher completes a self-assessment to reflect on strengths and areas for development Teacher and evaluator discuss self assessment, professional growth goals and create Professional Growth Plan Teacher and evaluator finalize Student Learning Objectives This conference will help us set the stage for the year. Later in this session, we�ll dive in more deeply to what we all need to do for this first conference. This conference will help us set the stage for the year. Later in this session, we�ll dive in more deeply to what we all need to do for this first conference.

11. Mid-Year Conference Teacher and evaluator reflect on and discuss progress or status of professional growth plan Teacher and evaluator revisit student learning objectives Evaluator reviews observation notes and non-observable evidence of learning provided by teacher Evaluator delivers feedback on performance to date  The Mid-Year Conference gives us time to formally check in on your progress, though we�ll likely be talking along the way, too. We�ll spend more time talking about this conference later in the fall. The Mid-Year Conference gives us time to formally check in on your progress, though we�ll likely be talking along the way, too. We�ll spend more time talking about this conference later in the fall.

12. End-of-Year Conference Teacher and evaluator discuss progress of or status of professional growth plan and student learning objectives Evaluator reviews non-observable evidence of learning Evaluator delivers feedback on performance for entire year Evaluator assigns and shares summative ratings  The End-of-Year Conference is when we pull everything together about your practice and discuss your performance across the entire year. We�ll spend time learning about and planning for this process in the spring. The End-of-Year Conference is when we pull everything together about your practice and discuss your performance across the entire year. We�ll spend time learning about and planning for this process in the spring.

13. Evaluators are instructional leaders Let�s take a moment to clarify who the evaluators are. Administrators will be evaluated by superintendants or a designated member of district leadership. In most cases, teachers will be evaluated by their school principal or assistant principal. Occasionally, teachers also will have a complementary evaluator, such as a department head or educator with specific content knowledge. Complementary evaluators may assist by conducting informal observations, providing feedback to the teacher or collecting evidence of student learning. All complementary evaluators must be trained by RIDE, and the use of these additional evaluators may vary by district. Let�s take a moment to clarify who the evaluators are. Administrators will be evaluated by superintendants or a designated member of district leadership. In most cases, teachers will be evaluated by their school principal or assistant principal. Occasionally, teachers also will have a complementary evaluator, such as a department head or educator with specific content knowledge. Complementary evaluators may assist by conducting informal observations, providing feedback to the teacher or collecting evidence of student learning. All complementary evaluators must be trained by RIDE, and the use of these additional evaluators may vary by district.

14. Developing Excellence at All Levels It�s also important for everyone to know that other models will be developed for support professionals and central office staff. RIDE is beginning this process this year and will be looking for volunteers to pitch in by helping to design and provide feedback along the way.It�s also important for everyone to know that other models will be developed for support professionals and central office staff. RIDE is beginning this process this year and will be looking for volunteers to pitch in by helping to design and provide feedback along the way.

15. Agenda Overview of the Rhode Island Model Gradual Implementation Professional Practice & Professional Responsibilities Student Learning Beginning-of-Year Conferences Many of you have probably heard the term �gradual implementation� by now. Let me show you what this means and then I�ll pause for questions. Many of you have probably heard the term �gradual implementation� by now. Let me show you what this means and then I�ll pause for questions.

16. Why Gradual Implementation? Gradual implementation provides districts the opportunity to benefit from practice and hands-on experience with the process. Training for gradual implementation will emphasize that we must take time to learn and talk about the model, then make informed revisions before implementing it in a high-stakes way. Our goal for the 2011-2012 school year is to study the model through implementation so that we can continue to refine and improve the system. It takes time to create a supporting materials and training for evaluators on the unique rubrics � developed by RI educators for RI educators. The Rhode Island Model was designed in collaboration with educators in the field, and after listening carefully to their suggestions, RIDE decided to gradually implement this system in 2011-2012 so that everyone involved would be able to learn, practice, and provide feedback before implementing the system in full. This is a valuable opportunity to practice the model before ratings carry more weight. By working together to make the most of this gradual implementation year, we can take an important step toward raising student achievement across the state. The Rhode Island Model was designed in collaboration with educators in the field, and after listening carefully to their suggestions, RIDE decided to gradually implement this system in 2011-2012 so that everyone involved would be able to learn, practice, and provide feedback before implementing the system in full. This is a valuable opportunity to practice the model before ratings carry more weight. By working together to make the most of this gradual implementation year, we can take an important step toward raising student achievement across the state.

17. Gradual vs. Full Implementation for Teachers This chart shows the difference in requirements for this year and future years. As you can see, we�ll still hold all three evaluation conferences, but there are fewer required observations, growth goals and Student Learning Objectives. This will give us the chance to practice and learn together, while helping us strive to make sure that there is time for more frequent conferences so I can provide you with feedback and support you and your students individually. We will also work together (today) to start drafting the growth goals and student learning objectives.This chart shows the difference in requirements for this year and future years. As you can see, we�ll still hold all three evaluation conferences, but there are fewer required observations, growth goals and Student Learning Objectives. This will give us the chance to practice and learn together, while helping us strive to make sure that there is time for more frequent conferences so I can provide you with feedback and support you and your students individually. We will also work together (today) to start drafting the growth goals and student learning objectives.

18. Questions? Focus questions on overview and big picture. Focus questions on overview and big picture.

19. Agenda Overview of the Rhode Island Model Gradual Implementation Professional Practice & Professional Responsibilities Student Learning Beginning-of-Year Conferences Now we�re going to delve more deeply into the rubrics. Now we�re going to delve more deeply into the rubrics.

20. Field Testing Reflection Throughout field testing, RIDE found that one of the things that teachers valued most was reflecting on Professional Practice and identifying their strengths and areas for development. Throughout field testing, RIDE found that one of the things that teachers valued most was reflecting on Professional Practice and identifying their strengths and areas for development.

21. Teacher Professional Practice Rubric HANDOUT: Teacher Professional Practice Rubric (after handing out rubric, or referencing the rubrics in the Teacher Guide, transition to next slide that explains the rubric)HANDOUT: Teacher Professional Practice Rubric (after handing out rubric, or referencing the rubrics in the Teacher Guide, transition to next slide that explains the rubric)

22. Teacher Professional Practice Rubric Assesses the instructional skills and knowledge that impact student learning Grounded in the Rhode Island Professional Teaching Standards (RIPTS) Teachers will be rated on Professional Practice as �Exemplary,� �Proficient,� �Emerging� or �Unsatisfactory� For teachers, Professional Practice consists of planning and preparation, classroom instruction, classroom environment, and the educator�s ability to reflect and improve upon his or her practice. This rubric was created by local educators who started by looking at the RIPTS and they made sure that it is grounded in those standards. The Professional Practice rating for teachers is based on classroom observations and other sources of evidence, such as lesson plans, student work, student data and other materials. One important thing to note is that this is not an observation rubric. This is a holistic rubric that I will use to rate your performance at the end of the year � I won�t expect to see everything in one observation. We�ll spend more time this fall talking about observations, but the feedback I provide you with will of course be based on the competencies in the rubric. The administrator practice rubric that will be used in my evaluation is designed in the same way � holistic, not for �one-shot� school visits or observations. For teachers, Professional Practice consists of planning and preparation, classroom instruction, classroom environment, and the educator�s ability to reflect and improve upon his or her practice. This rubric was created by local educators who started by looking at the RIPTS and they made sure that it is grounded in those standards. The Professional Practice rating for teachers is based on classroom observations and other sources of evidence, such as lesson plans, student work, student data and other materials. One important thing to note is that this is not an observation rubric. This is a holistic rubric that I will use to rate your performance at the end of the year � I won�t expect to see everything in one observation. We�ll spend more time this fall talking about observations, but the feedback I provide you with will of course be based on the competencies in the rubric. The administrator practice rubric that will be used in my evaluation is designed in the same way � holistic, not for �one-shot� school visits or observations.

23. Educator Professional Responsibilities Rubric HANDOUT: Educator Professional Responsibilities Rubric (after handing out rubric, or referencing in the Teacher Guide, page transition to next slide that explains the rubric) HANDOUT: Educator Professional Responsibilities Rubric (after handing out rubric, or referencing in the Teacher Guide, page transition to next slide that explains the rubric)

24. Educator Professional Responsibilities Rubric Assesses how well the educator fulfills professional responsibilities and contributes to the school�s professional community Grounded in the Rhode Island Professional Teaching Standards (RIPTS), Rhode Island Educational Leadership Standards (RIELS), and the Rhode Island Educator Code of Professional Responsibility Educators will be rated on Professional Responsibilities as �Exceeds Expectations,� �Meets Expectations� or �Does Not Meet Expectations� Building administrators and teachers share the same Professional Responsibilities Rubric The Professional Responsibilities Rubric covers four areas: Believe in and Advocate for Students; Create a Culture of Respect; Contribute to the School Community; and Exercise Professional Judgment and Development. This rating is based on communications with members of the school community, journals and reflections, professional development artifacts and meeting minutes or agendas. In this rubric, administrators and teachers are evaluated on a number of competencies. For example, do they act on the belief that all students can learn? Do they set appropriately challenging goals for all students and advocate for students� best interests? Just like the practice rubric, this is a holistic rubric and we will use it to assess performance across the year. The Professional Responsibilities Rubric covers four areas: Believe in and Advocate for Students; Create a Culture of Respect; Contribute to the School Community; and Exercise Professional Judgment and Development. This rating is based on communications with members of the school community, journals and reflections, professional development artifacts and meeting minutes or agendas. In this rubric, administrators and teachers are evaluated on a number of competencies. For example, do they act on the belief that all students can learn? Do they set appropriately challenging goals for all students and advocate for students� best interests? Just like the practice rubric, this is a holistic rubric and we will use it to assess performance across the year.

25. Optional Activity #1: Jigsaw of the rubrics With your small group, review your assigned rubric together. Be prepared to introduce the other group to your assigned rubric by sharing: How the rubric is structured Key ideas/trend you note in the competencies under each domain Anything you found noteworthy about the rubric 1-2 key questions about the rubric Directions for activity: DIVIDE teachers into groups of three or six (depending on group size). Note that this is a two-part activity so plan your grouping strategy accordingly. EXPLAIN that you have divided rubrics into three batches GIVE each group one batch: Professional Responsibilities Rubric, First half of Professional Practice Rubric, or Second half of Professional Practice Rubric EXPLAIN Jigsaw activity REMIND teachers to record their key ideas, noteworthy observations, questions to share CHECK IN with groups during the activity ANNOUNCE when there are two minutes remaining for activity ALTERNATIVE DIRECTIONS (quick versions): simple jigsaw with people sitting at the same table or just ask teachers to review and discuss whole rubric in small group (skip next slide) Directions for activity: DIVIDE teachers into groups of three or six (depending on group size). Note that this is a two-part activity so plan your grouping strategy accordingly. EXPLAIN that you have divided rubrics into three batches GIVE each group one batch: Professional Responsibilities Rubric, First half of Professional Practice Rubric, or Second half of Professional Practice Rubric EXPLAIN Jigsaw activity REMIND teachers to record their key ideas, noteworthy observations, questions to share CHECK IN with groups during the activity ANNOUNCE when there are two minutes remaining for activity ALTERNATIVE DIRECTIONS (quick versions): simple jigsaw with people sitting at the same table or just ask teachers to review and discuss whole rubric in small group (skip next slide)

26. Optional Activity #1: Swap Meet Share the following points with your new group (or partner): Brief overview of how the rubric is structured Two key ideas/trends you noted in the competencies under each domain One thing you found noteworthy about the rubric One key questions you have about the rubric Directions for activity: EXPLAIN directions for swap meet (on slide) REORDER groups for sharing (into groups comprised of members who examined all three sections of rubrics) REMIND groups of items they will share ESTABLISH time limit ANNOUNCE when there are two minutes remaining for activity RETURN to full group Directions for activity: EXPLAIN directions for swap meet (on slide) REORDER groups for sharing (into groups comprised of members who examined all three sections of rubrics) REMIND groups of items they will share ESTABLISH time limit ANNOUNCE when there are two minutes remaining for activity RETURN to full group

27. Optional Activity #1: Share out ? What did you notice about the competencies associated with the rubric in your group? How is this rubric different than other rubrics you have used in the past? Directions for share out: ASK volunteers to share noteworthy observations DISCUSS similarities/differences between these rubrics and others REINFORCE that rubric is not an observation tool or checklist� observation is different from evaluation. Future sessions and materials contain further details about observations and other types of evidence to be used in evaluation. EXPLAIN that teaching practice is described through the rubrics and that the eval system in whole gives you the processes to help you understand where teachers are on the development continuum REFER to �Quick Reference Tables� that precede each rubric as helpful tools when thinking about types of evidence If there is time, ask for questions. Directions for share out: ASK volunteers to share noteworthy observations DISCUSS similarities/differences between these rubrics and others REINFORCE that rubric is not an observation tool or checklist� observation is different from evaluation. Future sessions and materials contain further details about observations and other types of evidence to be used in evaluation. EXPLAIN that teaching practice is described through the rubrics and that the eval system in whole gives you the processes to help you understand where teachers are on the development continuum REFER to �Quick Reference Tables� that precede each rubric as helpful tools when thinking about types of evidence If there is time, ask for questions.

28. Optional Activity #2: Professional Practice Rubric Debrief With your small group, review one domain closely Be prepared to share the following information about your assigned domain with the whole group: Key features/trends of the domain(s) Possible evidence to use for that domain Directions for Activity: EXPLAIN that you have divided Professional Practice rubric by each domain and assign each group DESCRIBE activity and purpose ASSIGN each group one domain (example below, record on chart in advance): Group 1 will review Domain 1 (list page numbers) Group 2 and so on�. PREVIEW next slide and explain that they will be teaching the other groups about their domain and to assign a reporter when they get to their small groups DIVIDE PPs into groups by four or eight (into small groups, depending on overall group size). NOTE THAT DIRECTIONS SHOULD BE GIVEN FIRST, BEFORE ASKING PEOPLE TO MOVE INTO SMALL GROUPS. CHECK IN with groups during the activity REMIND teachers to record their key trends and evidence SHARE time warning when there are a few minute left REPORT OUT/DEBRIEF: ASK reporter from each group to share 2-3 key features/trends of their domain, along with important evidence to use when assessing administrator performance WRAP UP reporting out and ask teachers to return to their original seats for a discussionDirections for Activity: EXPLAIN that you have divided Professional Practice rubric by each domain and assign each group DESCRIBE activity and purpose ASSIGN each group one domain (example below, record on chart in advance): Group 1 will review Domain 1 (list page numbers) Group 2 and so on�. PREVIEW next slide and explain that they will be teaching the other groups about their domain and to assign a reporter when they get to their small groups DIVIDE PPs into groups by four or eight (into small groups, depending on overall group size). NOTE THAT DIRECTIONS SHOULD BE GIVEN FIRST, BEFORE ASKING PEOPLE TO MOVE INTO SMALL GROUPS. CHECK IN with groups during the activity REMIND teachers to record their key trends and evidence SHARE time warning when there are a few minute left REPORT OUT/DEBRIEF: ASK reporter from each group to share 2-3 key features/trends of their domain, along with important evidence to use when assessing administrator performance WRAP UP reporting out and ask teachers to return to their original seats for a discussion

29. Optional Activity #2: Professional Responsibilities Debrief How might you assess performance in competency 2A, �Acts on the belief that all students can learn?� What type of evidence might be used for1B, �Gives assistance to and seeks assistance from other educators in order to improve student learning?� What are the implications of using the same rubric for both teachers and building administrators? Directions for activity: ALLOW teachers several minutes to read PR rubric on their own FACILITATE discussion based on questions on slide Directions for activity: ALLOW teachers several minutes to read PR rubric on their own FACILITATE discussion based on questions on slide

30. Teacher Evaluation and Development Process Thank you for starting to dive into Professional Practice and Responsibilities with each other. Now we�re going to focus on the related tasks that everyone must complete before the Beginning-of-Year Conference (slide highlights those tasks).Thank you for starting to dive into Professional Practice and Responsibilities with each other. Now we�re going to focus on the related tasks that everyone must complete before the Beginning-of-Year Conference (slide highlights those tasks).

31. Reflecting on Practice Each educator will complete a self-assessment at the beginning of every year in order to: Reflect on their past performance Inform individualized Professional Growth Goals for the upcoming year Consider relevant student learning data We now have a common set of expectations for teacher performance in order to focus self-reflections, goal-setting and guide evaluators in measuring effectiveness. The Professional Practice Rubric directs everyone to think about what teachers do AND what students are learning/doing so this is where we first start thinking about student learning data. We now have a common set of expectations for teacher performance in order to focus self-reflections, goal-setting and guide evaluators in measuring effectiveness. The Professional Practice Rubric directs everyone to think about what teachers do AND what students are learning/doing so this is where we first start thinking about student learning data.

32. Teacher Self-Assessment HANDOUT: self-assessment form The self-assessment will ground your reflections in the rubrics � which focuses all of us on key elements of our practice and responsibilities. This is the place where everyone should start, before moving onto the goal setting process. You�ll notice that the examples on the form refer to prior evaluation data and you may or may not have that information. The most important thing is to think about what you think you do well and what areas you want to work on. ALLOW teachers a few minutes to review the form (including examples). Ask them to think about at least one area of strength and one area of improvement HANDOUT: self-assessment form The self-assessment will ground your reflections in the rubrics � which focuses all of us on key elements of our practice and responsibilities. This is the place where everyone should start, before moving onto the goal setting process. You�ll notice that the examples on the form refer to prior evaluation data and you may or may not have that information. The most important thing is to think about what you think you do well and what areas you want to work on. ALLOW teachers a few minutes to review the form (including examples). Ask them to think about at least one area of strength and one area of improvement

33. Optional Activity: Start Self-assessment Jot notes to yourself about at least one strength and area for development in any domain. With a partner, turn and talk about each area that you identified. Consider the following questions together: What were some elements that made competencies feel more or less achievable? Do you know a colleague in your school who you would consider a resource in the area you found most difficult? Would you feel comfortable asking for help? Could you envision yourself mentoring a colleague in one of your areas of strength? What would that look like? Directions for activity: ALLOW teachers several minutes to complete the steps on the slide (optional) FACILITATE brief share out based on questions on slide Directions for activity: ALLOW teachers several minutes to complete the steps on the slide (optional) FACILITATE brief share out based on questions on slide

34. Professional Growth Goals & Plans A Professional Growth Plan is comprised of three Professional Growth Goals. Each Professional Growth Goal should align with: Skills and knowledge identified in the rubrics School improvement plan and district objectives Areas of improvement identified in previous evaluations Teachers create Professional Growth Plan before Beginning-of-Year Conference Teachers and evaluators review and finalize Professional Growth Plan together HANDOUTS: Professional Growth Plan After you complete your self-assessment, you�ll be ready to start creating Professional Growth Goals. The goals are created based on an analysis of data and must be aligned to PP/PR rubrics. � The Professional Growth Plan describes how your goals will be met and includes specific information about how you�ll ensure that you are on track to achieve that goal. � For gradual implementation districts, teachers will set one growth goal for this year, but we want everyone to know how this all fits together into the growth plan.HANDOUTS: Professional Growth Plan After you complete your self-assessment, you�ll be ready to start creating Professional Growth Goals. The goals are created based on an analysis of data and must be aligned to PP/PR rubrics. � The Professional Growth Plan describes how your goals will be met and includes specific information about how you�ll ensure that you are on track to achieve that goal. � For gradual implementation districts, teachers will set one growth goal for this year, but we want everyone to know how this all fits together into the growth plan.

35. Professional Growth Goal Process Step 1: Identify area from self-assessment to align to goal Step 2: Craft goal related to area to develop Step 3: Outline action steps, benchmarks and evidence of achievement Let�s look at the process together (review steps on slide). Once you identify areas for development in your self-assessment, you�ll use at least one for your professional growth goals/plan. It�s up to you to prioritize which areas become goals, but we can talk about it together before your during your Beginning-of-Year Conference. Let�s look at the process together (review steps on slide). Once you identify areas for development in your self-assessment, you�ll use at least one for your professional growth goals/plan. It�s up to you to prioritize which areas become goals, but we can talk about it together before your during your Beginning-of-Year Conference.

36. Snapshot� Professional Growth Goal HANDOUT: Sample Growth Goal (same as on slide) Ask teachers to take a few minutes to review the sample.HANDOUT: Sample Growth Goal (same as on slide) Ask teachers to take a few minutes to review the sample.

37. Optional Activity: Draft a Professional Growth Goal Select one area of development from your self-assessment from which to build a goal. Jot ideas for the goal, action steps, benchmarks and evidence. Turn and talk with a partner about your initial thinking. Now, think about a competency from the rubrics that you identified as an area for development. �� Review directions on slide and allow teachers several minutes to complete activity. Now, think about a competency from the rubrics that you identified as an area for development. �� Review directions on slide and allow teachers several minutes to complete activity.

38. Questions? Focus questions on Professional Practice and Professional Responsibilities Rubrics, self-assessment and growth goals. Focus questions on Professional Practice and Professional Responsibilities Rubrics, self-assessment and growth goals.

39. Agenda Overview of the Rhode Island Model Gradual Implementation Professional Practice & Professional Responsibilities Student Learning Beginning-of-Year Conferences Let�s shift gears now and talk about how we�re going to measure what students learn through the RI Model.Let�s shift gears now and talk about how we�re going to measure what students learn through the RI Model.

40. Measuring Student Learning The best way to measure student learning is by looking at multiple sources. Student Learning Objectives are goals for how much students will learn in every classroom. Each teacher will have his or her own class-level goals for student learning, based on state and national standards and aligned with school and district goals. Likewise, administrators will have school-wide student learning objectives. These goals will be set collaboratively. They will be measured by common assessments already in place at the district or the school, or in some cases by assessments developed by subject or grade-level teams. The Rhode Island Growth Model is another source for measuring student learning. It is used for teachers and administrators with students in NECAP-tested grades (3-7) and subjects (ELA and math). The rating is based on students� performance as compared to students throughout the state with the same academic score history. Teachers and administrators will be assigned a student growth percentile, based on how much progress their students make relative to their academic peers. The best way to measure student learning is by looking at multiple sources. Student Learning Objectives are goals for how much students will learn in every classroom. Each teacher will have his or her own class-level goals for student learning, based on state and national standards and aligned with school and district goals. Likewise, administrators will have school-wide student learning objectives. These goals will be set collaboratively. They will be measured by common assessments already in place at the district or the school, or in some cases by assessments developed by subject or grade-level teams. The Rhode Island Growth Model is another source for measuring student learning. It is used for teachers and administrators with students in NECAP-tested grades (3-7) and subjects (ELA and math). The rating is based on students� performance as compared to students throughout the state with the same academic score history. Teachers and administrators will be assigned a student growth percentile, based on how much progress their students make relative to their academic peers.

41. Two Types of Student Learning Objectives There are two types of Student Learning Objectives. The first type is school-wide and I will set these with my (leadership team, fellow principals, etc.) and review them with my evaluator. These will help guide you in setting your Student Learning Objectives because they�ll describe our school priorities for the year. There are two types of Student Learning Objectives. The first type is school-wide and I will set these with my (leadership team, fellow principals, etc.) and review them with my evaluator. These will help guide you in setting your Student Learning Objectives because they�ll describe our school priorities for the year.

42. What is a Student Learning Objective? Student Learning Objectives consist of targets and evidence: Targets are the numerical goals for student progress or mastery Evidence is/are the assessment(s)/tool(s) used to measure student progress/mastery EXAMPLE: HS Math Statement of objective: All students will demonstrate mastery of AP Calculus course standards (mastery goal). Evidence: Because the current AP exam results will not be available until July, my evidence source will be a recent released AP exam provided by the College Board, administered as the students' final exam. Performance on this exam should be predictive of performance on the actual AP exam. Target: Based on the performance of last year�s students and after reviewing data on this year�s, the class average exam score will be of 54 points out of 108 possible (corresponds to between a 3/5 and 4/5 overall AP score). You may have heard some buzz about these Objectives so let�s unpack the mystery. REVIEW definition on slide. HIGHLIGHT the difference between student progress and mastery: Objectives based on progress require students to make a certain amount of progress from a baseline measure toward a clear benchmark of performance (e.g. all students will move up 3 reading levels within one year). Objectives based on mastery require students to demonstrate a particular level of skill and knowledge in that specific course content, regardless of any baseline measures (e.g. all students will be reading level W texts by the end of the year). ALLOW teachers a minute or two to review the example on the slide.You may have heard some buzz about these Objectives so let�s unpack the mystery. REVIEW definition on slide. HIGHLIGHT the difference between student progress and mastery: Objectives based on progress require students to make a certain amount of progress from a baseline measure toward a clear benchmark of performance (e.g. all students will move up 3 reading levels within one year). Objectives based on mastery require students to demonstrate a particular level of skill and knowledge in that specific course content, regardless of any baseline measures (e.g. all students will be reading level W texts by the end of the year). ALLOW teachers a minute or two to review the example on the slide.

43. Alignment HANDOUT: Student Learning Objective form As I mentioned, the two types of Objectives are linked. Here�s another way to look at that � our district sets goals or priorities and I work to align our school Objectives to that. You and your team/colleagues will then set Objectives that work toward meeting the school goals and the specific needs of your students. HANDOUT: Student Learning Objective form As I mentioned, the two types of Objectives are linked. Here�s another way to look at that � our district sets goals or priorities and I work to align our school Objectives to that. You and your team/colleagues will then set Objectives that work toward meeting the school goals and the specific needs of your students.

44. Why Set Student Learning Objectives? Unifies effort: Aligned objectives at the district, school, and classroom levels Benefits students: Provides a clear goal to focus on and measure progress toward Benefits teachers: Allows for multiple measures of student progress, including both off-the-shelf and teacher-created assessments Maximizes common planning and backward design Promotes fairness and consistency Measuring student learning in this way brings goal setting processes together across classroom/school/district/state � which is really exciting. Students will benefit if we�re clearer about our goals from the start and working toward a common end. For teachers and at the classroom level, there are many ways to measure student progress and we�ll work together to figure out the most effective ways to do that. Measuring student learning in this way brings goal setting processes together across classroom/school/district/state � which is really exciting. Students will benefit if we�re clearer about our goals from the start and working toward a common end. For teachers and at the classroom level, there are many ways to measure student progress and we�ll work together to figure out the most effective ways to do that.

45. Characteristics of Student Learning Objectives Student Learning Objectives should be� Measureable Focused on student learning, not process Rigorous Specific Vertically-aligned (district >> school >> teacher) Does this sound familiar? Do you know anyone who is currently doing something like this at the class or school level? Note that this slide is animated and requires multiple clicks. Let�s review some key characteristics of Student Learning Objectives (review bullets on slide). Click slide to reveal questions on the right. ALLOW teachers a few minutes to discuss the questions with a partner or small group. Note that this slide is animated and requires multiple clicks. Let�s review some key characteristics of Student Learning Objectives (review bullets on slide). Click slide to reveal questions on the right. ALLOW teachers a few minutes to discuss the questions with a partner or small group.

46. Optional Activity: Review Exemplars Take time to review the exemplars on your own. Think about 2-3 trends that you notice across the set. Share 1 trend that you noticed with your table group (or partner). HANDOUT: Student Learning Objective Exemplars (whichever ones you select in advance from RIDE website or Teacher Guide) Let�s take a few minutes to review concrete examples and discuss (review directions on slide). Optional � ask for a few whole group share outs at the end. HANDOUT: Student Learning Objective Exemplars (whichever ones you select in advance from RIDE website or Teacher Guide) Let�s take a few minutes to review concrete examples and discuss (review directions on slide). Optional � ask for a few whole group share outs at the end.

47. Setting Student Learning Objectives Building administrators share school-level Student Learning Objectives with their staff. Teachers meet in grade level/departments or other configurations to determine the following: The priority standards and skills for each course Common Objectives based on these standards Common ways of measuring student learning How to determine what a �rigorous� target is for each objective. Individual teachers take the information from these meetings, review the available student learning data associated with the students they are teaching and set targets for their students based on this information. Setting Student Learning Objectives requires being able to answer three key questions. These questions should be answered with your colleagues, not in isolation: � What are the most important things my students must learn? How will I measure how much my students learn? Based on what I know about my students, what is a rigorous, but attainable target for how much my students should learn? First, I create the school-wide Objectives. Then, teachers will meet in grade level/departments or other configurations to determine the following: The priority standards and skills for each course (and ensure they are aligned with school-level Student Learning Objectives, School Improvement Plans, district priorities, etc.). Common objectives based on these standards and agreement on the evidence of how well the objectives have been met in terms of student learning. Common ways of measuring student learning � in other words, what are the sources of evidence for each objective (if common assessments do not already exist, teacher teams should work together to create or obtain them)? In the first year of implementation, if common assessments do not yet exist, teacher teams may establish a plan to ensure these assessments are purchased or developed and use existing assessments to measure student learning in school year 2011-2012. Also, if applicable, baselines for each source of evidence can be established by examining prior student learning data or administering a pre-test early in the school year. As a team, you�ll need to determine what a �rigorous� target is for each objective. A rigorous target is ambitious but attainable in terms of achieving or making progress towards proficiency on the standards. � Finally, after working in teams, individual teachers take the information from these meetings, review the available student learning data associated with the students they are teaching and set targets for their students based on this information. Some of you may not have grade level or department teams (e.g., art teacher). As much as possible, we�ll try to help you collaborate with teachers of similar subjects in the district. Setting Student Learning Objectives requires being able to answer three key questions. These questions should be answered with your colleagues, not in isolation: � What are the most important things my students must learn? How will I measure how much my students learn? Based on what I know about my students, what is a rigorous, but attainable target for how much my students should learn? First, I create the school-wide Objectives. Then, teachers will meet in grade level/departments or other configurations to determine the following: The priority standards and skills for each course (and ensure they are aligned with school-level Student Learning Objectives, School Improvement Plans, district priorities, etc.). Common objectives based on these standards and agreement on the evidence of how well the objectives have been met in terms of student learning. Common ways of measuring student learning � in other words, what are the sources of evidence for each objective (if common assessments do not already exist, teacher teams should work together to create or obtain them)? In the first year of implementation, if common assessments do not yet exist, teacher teams may establish a plan to ensure these assessments are purchased or developed and use existing assessments to measure student learning in school year 2011-2012. Also, if applicable, baselines for each source of evidence can be established by examining prior student learning data or administering a pre-test early in the school year. As a team, you�ll need to determine what a �rigorous� target is for each objective. A rigorous target is ambitious but attainable in terms of achieving or making progress towards proficiency on the standards. � Finally, after working in teams, individual teachers take the information from these meetings, review the available student learning data associated with the students they are teaching and set targets for their students based on this information. Some of you may not have grade level or department teams (e.g., art teacher). As much as possible, we�ll try to help you collaborate with teachers of similar subjects in the district.

48. Criteria for Student Learning Objectives In order for a Student Learning Objective to be approved at the beginning of the year, it must be rated acceptable on three criteria: Priority of Content Is the objective focused on content that is aligned to important curriculum targets that capture majority of the instructional period? Rigor of Target Does the numerical target represent an appropriate amount of student learning for the interval of instruction? Quality of Evidence Will the evidence source(s) allow for clear, accurate measurement of student learning? As you�re drafting these objectives, keep in mind that there are three main criteria for assessing whether a Student Learning Objective is acceptable or unacceptable. I�ll be looking for the following (on slide): Priority of Content Is the objective focused on content that is aligned to important curriculum targets that capture majority of the instructional period? Rigor of Target Does the numerical target represent an appropriate amount of student learning for the interval of instruction? Quality of Evidence Will the evidence source(s) allow for clear, accurate measurement of student learning? The exemplars will be helpful to you as you work with your grade level or department teams and RIDE will be adding more to their website. It�s also important to remember that part of our Mid-Year Conference will include checking in on your students� progress and making any adjustments if necessary. Later this year, we�ll review the scoring protocol for assessing whether or not you�ve met these Objectives. As you�re drafting these objectives, keep in mind that there are three main criteria for assessing whether a Student Learning Objective is acceptable or unacceptable. I�ll be looking for the following (on slide): Priority of Content Is the objective focused on content that is aligned to important curriculum targets that capture majority of the instructional period? Rigor of Target Does the numerical target represent an appropriate amount of student learning for the interval of instruction? Quality of Evidence Will the evidence source(s) allow for clear, accurate measurement of student learning? The exemplars will be helpful to you as you work with your grade level or department teams and RIDE will be adding more to their website. It�s also important to remember that part of our Mid-Year Conference will include checking in on your students� progress and making any adjustments if necessary. Later this year, we�ll review the scoring protocol for assessing whether or not you�ve met these Objectives.

49. Summative Ratings � Bringing it all together Before we move into talking about the first conference of the year, I want to show you a quick snapshot of how all of the components of the model are integrated into one overall effectiveness rating. This example shows how a rating of 2 (�Emerging�) in Professional Practice and a 2 (�Meets Expectations�) in Professional Responsibilities produces an overall score of 2 in PP x PR, which is a combination of the scores in Professional Practice and Professional Responsibilities. Since the growth model is not yet in place, the Student Learning score will be based on Student Learning Objectives. Here you see that �Full attainment� of objectives produces a score of 4. When you bring both scores into this final matrix, you can see that this fictional educator would end up with an overall final effectiveness rating of �Effective.� I�d like to point out that any of the ratings which are starred with an asterisk will trigger a review, due to the large discrepancy between the Student Learning score and the combined Professional Practices and Professional Responsibilities score. Each district is responsible for creating their own review process. Before we move into talking about the first conference of the year, I want to show you a quick snapshot of how all of the components of the model are integrated into one overall effectiveness rating. This example shows how a rating of 2 (�Emerging�) in Professional Practice and a 2 (�Meets Expectations�) in Professional Responsibilities produces an overall score of 2 in PP x PR, which is a combination of the scores in Professional Practice and Professional Responsibilities. Since the growth model is not yet in place, the Student Learning score will be based on Student Learning Objectives. Here you see that �Full attainment� of objectives produces a score of 4. When you bring both scores into this final matrix, you can see that this fictional educator would end up with an overall final effectiveness rating of �Effective.� I�d like to point out that any of the ratings which are starred with an asterisk will trigger a review, due to the large discrepancy between the Student Learning score and the combined Professional Practices and Professional Responsibilities score. Each district is responsible for creating their own review process.

50. Fairness and Accuracy Based on multiple measures Evaluators are thoroughly trained Ongoing review of evaluation system Opportunity to review evaluation if necessary District guidelines and safeguards I want to take a moment to emphasize how much work has gone into making these evaluations fair and accurate. An evaluation based on multiple measures, rather than test scores alone, provides a more accurate assessment of teacher effectiveness. Many safeguards have been built into the system, including training for evaluators, ongoing review of the system and the opportunity to review an evaluation if a teacher or administrator feels it is inaccurate. Also, as I just showed you, results from one area of measurement are in sharp contrast with another area of measurement, the evaluation will be automatically reviewed. Districts will also be responsible for developing additional guidelines to ensure the fairness and accuracy of the evaluation process. If you have time, pause for questions. I want to take a moment to emphasize how much work has gone into making these evaluations fair and accurate. An evaluation based on multiple measures, rather than test scores alone, provides a more accurate assessment of teacher effectiveness. Many safeguards have been built into the system, including training for evaluators, ongoing review of the system and the opportunity to review an evaluation if a teacher or administrator feels it is inaccurate. Also, as I just showed you, results from one area of measurement are in sharp contrast with another area of measurement, the evaluation will be automatically reviewed. Districts will also be responsible for developing additional guidelines to ensure the fairness and accuracy of the evaluation process. If you have time, pause for questions.

51. Agenda Overview of the Rhode Island Model Gradual Implementation Professional Practice & Professional Responsibilities Student Learning Beginning-of-Year Conferences OK, it�s time to bring everything together so that everyone understands the process for preparing for Beginning-of-Year Conferences. OK, it�s time to bring everything together so that everyone understands the process for preparing for Beginning-of-Year Conferences.

52. Beginning-of-Year Conference Goals There are three main goals for this conference (quickly review them on slide). There are three main goals for this conference (quickly review them on slide).

53. Beginning-of-Year Conference Preparation Before the conference, you�ll need to submit drafts of your self-assessment, professional growth goal(s) and Student Learning Objectives. It will work best if you submit those to your primary evaluator at least 48 hours before the conference so that he/she has time to thoughtfully prepare. During the conference, we�ll set the stage for a productive year together and review the documents that you sent in advance. If any adjustments are needed, we�ll talk about that too. We�ll also talk about the types of evidence that you may use (in addition to future observations) to demonstrate proficiency in non-observable competencies. Before the conference, you�ll need to submit drafts of your self-assessment, professional growth goal(s) and Student Learning Objectives. It will work best if you submit those to your primary evaluator at least 48 hours before the conference so that he/she has time to thoughtfully prepare. During the conference, we�ll set the stage for a productive year together and review the documents that you sent in advance. If any adjustments are needed, we�ll talk about that too. We�ll also talk about the types of evidence that you may use (in addition to future observations) to demonstrate proficiency in non-observable competencies.

54. Evidence Collection Guidelines Evidence should be collected throughout the year One source of evidence could be used more than once Focus evidence collection on quality, not quantity Teachers may add explanatory notes to sources of evidence Evidence really just refers to how you will demonstrate Professional Practice and Responsibility. Since the rubrics are holistic, we will look for trends in evidence across time especially when they�re using the same evidence more than once (or in more than one area). At the Beginning-of-Year Conference, we�ll talk about likely types of evidence so we can be strategic and focus on quality, not quantity. Evidence really just refers to how you will demonstrate Professional Practice and Responsibility. Since the rubrics are holistic, we will look for trends in evidence across time especially when they�re using the same evidence more than once (or in more than one area). At the Beginning-of-Year Conference, we�ll talk about likely types of evidence so we can be strategic and focus on quality, not quantity.

55. Questions? Be specific about how much time remains before beginning to respond to remaining questions. Provide a method for sharing additional questions/comments with you.Be specific about how much time remains before beginning to respond to remaining questions. Provide a method for sharing additional questions/comments with you.

56. For more information and to download detailed documents, visit: http://www.ride.ri.gov/educatorquality/EducatorEvaluation I hope this meeting has been valuable to you and we will continue to have these meetings to keep you up to speed on RI Model implementation in our school. Make sure you visit RIDE�s recently updated Educator Evaluation section of the RIDE website. If you have thoughts about this topic after today�s meeting, please feel free to reach to me any time. I hope this meeting has been valuable to you and we will continue to have these meetings to keep you up to speed on RI Model implementation in our school. Make sure you visit RIDE�s recently updated Educator Evaluation section of the RIDE website. If you have thoughts about this topic after today�s meeting, please feel free to reach to me any time.