Sub-heading ADMINISTRATOR EVALUATION AND SUPPORT SYSTEM Special Education Leader Proposed Adaptations

1 Common Titles for Special Education Leaders Pupil Personnel Director Special Education Director Special Education Supervisor Special Education Coordinator

Components of Evaluation 2 ANNUAL SUMMATIVE RATING ANNUAL SUMMATIVE RATING OUTCOME RATING PRACTICE RATING Teacher Effectiveness Outcomes

Performance and Leadership Practice 3 GUIDELINES Leadership Practice comprises 40% of the summative rating Districts may generate ratings from evidence based on the CCL Leadership Standards Use of a rubric is not required is not required for Special Education Administrators

Performance and Practice: Weighting of Standards 4 The CCL outlines six Performance Expectations (PE’s) PE 2: Teaching and Learning - 50% All other PE’s (Equally-weighted) - 50%

Focus Area Development 5 Proposed Adaptations Identify specific areas in which administrators want to improve Based on reflection on past performance and aligned with the CT Leadership Standards Includes action steps to move practice in support of the improvement of teaching and learning. Support administrators in accomplishing their Student Learning Indicators and Stakeholder Feedback targets

Focus Area Example 6 P.E.4 Collaborating with Families and Stakeholders In order to better engage parents of students with special needs, I will organize and conduct a series of 6 special topic workshops on understanding special education processes as well as participation and advocacy in IEP development. These presentations also will be posted on the district website.

Stakeholder Feedback 7 GUIDELINES Stakeholder Feedback is comprises 10% of the summative rating Feedback from relevant stakeholders May use surveys, interviews, focus groups, other methods to gather stakeholder feedback Methods used to gather feedback must be valid and reliable Align with CT Leadership Standards

8 Stakeholder Feedback Groups Suggested Stakeholder Groups for Special Education Administrators –Building Administrators –Special Education Teachers –Parents

Sample Stakeholder Feedback Questions 9 Special Education services are consistent with and supportive of the mission, vision and goals of the district and schools Special Education services support students by providing a variety of strategies to meet their individual needs Members of the special education department are provided professional development that is aligned with student outcomes and district need Resources related to special education are easily accessible to parents, students and staff

Proposed Adaptations for Student Learning Indicators 10 Guideline Requirements and proposed adaptations Student Learning comprises 45% of the summative rating 22.5% is based on at least two locally-determined indicators of student learning 22.5% shall be based on the student performance and/or growth on the state-administered assessment (DPI or SPI) of special education students

Sample Student Learning Indicator 11 Sample Indicator Indicator: By June 2015, increase by 10 percentage points the number of K-6 students receiving special education services who meet grade level expectations for fluency as measured by the oral fluency reading measure of the DIBELS.

A Development Guide for Student Learning Indicators 12

Teacher Effectiveness Outcomes 13 GUIDELINES Teacher Effectiveness Outcomes comprises 5% of the summative rating Based on the attainment of the Student Learning Indicators of the Special Education teachers supervised by the Special Education leader

Teacher Effectiveness Outcomes 14 ExemplaryProficientDevelopingBelow Standard >80% of special education teachers are rated proficient or exemplary on the student learning objectives portion of their evaluation >60% of special education teachers are rated proficient or exemplary on the student learning objectives portion of their evaluation >40% of special education teachers are rated proficient or exemplary on the student learning objectives portion of their evaluation <40% of special education teachers are rated proficient or exemplary on the student learning objectives portion of their evaluation In this example, if more than 60% of the special education teachers that the special education administrator evaluates are rated proficient or exemplary, then this administrator will have a rating of proficient for the teacher effectiveness outcomes component.

Final Note 15 Districts are encouraged to engage in a “Permissive Pilot” during the school year Districts will be required to include Special Education administrators in their evaluation and support plans for school year

16 Dianna R. Wentzell Interim Commissioner, CT State Department of Education Dr. Everett Lyons CAS Associate Executive Director Shannon Marimón Division Director, CSDE Talent Office Dr. Sarah Barzee Chief Talent Officer Contact the CSDE Talent Office Hotline at: or Visit us online:

Non-Discrimination Statement 17 The Connecticut State Department of Education is committed to a policy of equal opportunity/ affirmative action for all qualified persons. The Department of Education does not discriminate in any employment practice, education program, or educational activity on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability (including, but not limited to, mental retardation, past or present history of mental disability, physical disability or learning disability), genetic information, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws. The Department of Education does not unlawfully discriminate in employment and licensing against qualified persons with a prior criminal conviction. Inquiries regarding the Department of Education’s nondiscrimination policies should be directed to Levy Gillespie, Equal Employment Opportunity Director/American with Disabilities Act Coordinator, Title IX/ADA/Section 504 Coordinator, State of Connecticut Department of Education, 25 Industrial Park Road, Middletown, CT