CMSD New Teacher Orientation

Introduction to the Teams and Roles JGP The Joint Governing Panel, upon approval of the JOC, will develop, assign, and recommend ACs identified for approval. The panel is comprised of six appointed teachers on assignment; three appointed by CMSD and three appointed by CTU.  Shawanna Anekwe  Anne Fitzgerald  Rita Leskovec  Loretta O’Callaghan  Kimberly Porter  Celeste Smith You can contact the JGP via at

Introduction to the Teams and Roles JOC The Joint Oversight Committee oversees the planning, development, implementation and sustainability of the CDCS. The committee is comprised of four CMSD representative and four CTU representatives.  Christine Fowler-Mack (CMSD Co-Lead)  Shari Obrenski (CTU Co-lead)  John Scanlan (CMSD)  Mark Baumgartner (CTU)  Leigh Bing (CTU)  Lora Cover (CMSD)  Jillian Ahrens (CTU)  Matt Linick (CMSD)

CDCS Vision The fundamental belief that instructional excellence is an integral part of student achievement is the heart of CDCS. CMSD and CTU are committed to rewarding work of best and brightest in the profession, and therefore must treat teachers as professionals and give teachers the choice and opportunity for sustained professional growth.

History HB 525/The Cleveland Plan July 2, 2012 Legislation mandated that a differentiated compensation system be developed to replace the traditional step and lane salary scale for CMSD. It was mandated that the following points were incorporated: Increase student achievement Support TDES Incentivize school and district goals Recruit, retain, and pair highly effective teachers and leaders to appropriate school and/or program settings Be fiscally sustainable

Negotiations As ratified by the membership, the Collective Bargaining Agreement states that effective July 1, 2013 “a differentiated compensation system must be developed based upon a collaborative partnership rooted in a desire to improve student achievement and to enhance the teaching and learning environment for faculty, staff, and administration”.

The TDES/CDCS Connection The foundation of any teacher’s ability to efficiently advance through the phases of the CDCS is TDES.  The greatest number of annual ACs can be earned through growing your classroom practice.  All other opportunities to earn ACs will ultimately be driven by the same goals that drive TDES, increase student achievement and teacher professional growth.  CDCS aligns professional incentives with increasing achievement for all students.

Teacher Evaluation Framework Student Growth Performance Final Summative Rating Vendor Assessment, SLO, Value-Added TDES 50% + 50% = 100%

CDCS Menu of Achievement Credits Annual Performance Rating (TDES)Base-Building ACs 15 ACs Accomplished Rating 8 ACs Skilled Rating 5 ACsDeveloping Rating 0 ACs Any rating below ineffective

Vocabulary/Terminology Base Building Achievement Credits, when accumulated to a total of fifteen (15), are submitted to move you forward one level on CDCS scale. Supplemental Differentiated Stipends are one-time payments for meeting identified building or district goals. Differentials are a monetary payment for a specific service to the building or district.

Teachers Can Earn Supplemental Differentiated Stipends by: Meeting or exceeding building goals (1A) Improvement on district selected items on the Conditions for Learning survey (1B) Individual teacher attendance at or above 95% (1C) Teaching in a hard to staff grade level or subject matter (2A) Teaching in a hard to staff school (2B)

Supplemental Differentiated Stipends School Year Meeting or exceeding building goals set through AAP process (1A) Meeting Goals - K-8 $1,250 I. PI Goal If the PI < 108, + 5 pts If the PI > 108, Maintain the same or greater II. 3 rd Grade Guarantee On Track-- Growth in Star Early Literacy or Reading Scores from beginning to end of the year. 1. Must meet TWO of the following goals: Kindergarten average gain of 150 pts or more (Star Early Literacy) 1 st grade average gain of 150 pts or more (Star Early Literacy) 2 nd grade average gain of 160 pts or more (Star Literacy) 3 rd grade average gain of 180 pts or more (Star Literacy) AND 2. Participation rate > 90%. Participation is determined by dividing the number of continuously enrolled students (enrolled during both fall and spring administrations) that took the STAR test by the number of continuously enrolled students in grades KG-3 in each building. CTU Members working in multiple worksites will be prorated per percentage of time at the worksite receiving the award.

Supplemental Differentiated Stipends School Year Meeting Goals - High School $1,250 I. PI Goal If the PI < 108, + 5 pts If the PI > 108, Maintain the same or greater II. On Track to Graduate 1. Must have 80% or more students on track, in at least THREE of the following grades: 9 th grade -- 6 credits & NWEA Benchmark 10 th grade – 12 credits & OGT Benchmark 11 th grade – 18 credits & OGT (passed) 12 th grade – 22 credits & OGT (passed) AND 2. Have a total percentage of students on track to graduate equal to or greater than their previous three year average. AND CTU Members working in multiple worksites will be prorated per percentage of time at the worksite receiving the award.

Meeting Goals - Academic Criteria Schools $1,250 Cleveland Early College, Cleveland School of Science and Medicine, Cleveland School of Architecture and Design, Cleveland School of the Arts, and Whitney Young Leadership Academy I. PI Goal If the PI < 108, + 5 pts If the PI > 108, Maintain the same or greater II. On Track to Graduate 1. Must have 95% or more students on track, in at least THREE of the following grades: 9 th grade -- 6 credits & NWEA Benchmark 10 th grade – 12 credits & OGT Benchmark 11 th grade – 18 credits & OGT (passed) 12 th grade – 22 credits & OGT (passed) AND 2. Have a total percentage of students on track to graduate equal to or greater than their previous three year average. CTU Members working in multiple worksites will be prorated per percentage of time at the worksite receiving the award. Supplemental Differentiated Stipends School Year

Meeting Goals on Conditions for Learning Survey (1B) $900 One year growth in adequate or excellent rating on CFL survey. Grades 2-4: 1. Have an average of 90% of eligible*, enrolled students take CFL across all administrations AND 2. Must meet at least THREE of the category goals and not decrease more than 1% point in the fourth category: - 5% or higher increase in the percentage of students feeling safety is adequate or higher OR end of the year percentage > 90%. - 6% or higher increase in the percentage of students feeling academic challenge is adequate or higher OR end of the year percentage > 90%. - 6% or higher increase in the percentage of students feeling support from adults is adequate or higher OR end of the year percentage > 90%. - 1% or higher increase in the percentage of students feeling social and emotional learning is adequate or higher OR end of the year percentage > 90%. * Eligible students are those students continuously enrolled in the school from the first CFL testing window to the final May testing window.

Supplemental Differentiated Stipends School Year Meeting Goals on Conditions for Learning Survey (1B) One year growth in adequate or excellent rating on CFL survey. Grades 5-8: 1. Have an average of 90% of eligible*, enrolled students take CFL across all administrations AND 2. Must meet at least THREE of the category goals and not decrease more than 1% point in the fourth category: - 7% or higher increase in the percentage of students feeling safety is adequate or higher OR end of the year percentage > 90%. - 5% or higher increase in the percentage of students feeling academic challenge is adequate or higher OR end of the year percentage > 90%. - 4% or higher increase in the percentage of students feeling support from adults is adequate or higher OR end of the year percentage > 90%. - 5% or higher increase in the percentage of students feeling social and emotional learning is adequate or higher OR end of the year percentage > 90%. * Eligible students are those students continuously enrolled in the school from the first CFL testing window to the final May testing window.

Supplemental Differentiated Stipends School Year Meeting Goals on Conditions for Learning Survey (1B) $900 One year growth in adequate or excellent rating on CFL survey. Grades 9-12: 1. Have an average of 75% of eligible*, enrolled students take CFL across all administrations AND 2. Must meet at least THREE of the category goals and not decrease more than 1% point in the fourth category: - 3% or higher increase in the percentage of students feeling safety is adequate or higher OR end of the year percentage > 90%. - 5% or higher increase in the percentage of students feeling academic challenge is adequate or higher OR end of the year percentage > 90%. - 3% or higher increase in the percentage of students feeling support from adults is adequate or higher OR end of the year percentage > 90%. - 5% or higher increase in the percentage of students feeling social and emotional learning is adequate or higher OR end of the year percentage > 90%. * Eligible students are those students continuously enrolled in the school from the first CFL testing window to the final May testing window.

Supplemental Differentiated Stipends School Year Meeting Goals Individual Teacher Attendance at or above 95% (1C) $280 Exceptions: Approved / Required PD Military Leave Jury Duty

Supplemental Differentiated Stipends School Year Assignments Teaching in a hard-to-staff grade level or subject matter (2A) $1,000 Teaching in a hard-to-staff school (2B) $1,000 Hard-to-staff is determined by the Board of Education. (There are no grade levels, subjects, or schools identified for the school year)

CDCS Menu of Achievement Credits Eligible College Coursework Approved College Coursework (3B) TBD

Supplemental Differentiated Stipends School Year Educator Licensure and Status Senior Professional Educator License (4A) $800 Upon attainment or first renewal if not previously compensated. Lead Professional Educator License (4B) $1,000 Upon attainment or first renewal if not previously compensated. Discussion underway as to ability to select AC value instead of the supplemental differentiated stipend. Master Teacher Status (4C) $250 A one time only stipend upon attainment or first renewal

CDCS Career Pathways Resident Educator Professional Educator Instructional Specialist Mentor Teacher Leader Special Project Coordinator School LeaderAdministration Curriculum Specialist Curriculum Leader District Support Expert Common Core Action Research Leader Common Core District Expert Student Support Specialist Special Education Leader District Special Education Expert Social Emotional Leader District SEL Expert Research & Assessment Specialist SLO LeaderData Expert Technology Leader Technology Expert

CDCS Menu of Achievement Credits The provisions are currently for classroom teachers and Related Service Providers. Paraprofessionals are presently not eligible for ACs for the 2015 – 2016 school year because they have not transitioned to a five-event evaluation. However, paraprofessionals are still eligible for the voluntary professional hours.

Contact Information Joint Governing Panel TDES/SLO Talent Office/ CDCS Placement

CDCS: A Partnership in Professionalism.