1. Implementing the State Model for Evaluating Colorado’s Educators Legislative Overview, Professional Practice and Measures of Student Learning

2. Training Objectives By the end of this training:
Professional Practice:
You will understand the State Model Evaluation System, which includes:
the evaluation connection process
components of the rubric, and
how to score the rubric
You’re role as a trainer is critically important… not only are you a content trainer, but, just as important, you are being given the opportunity to set the mood of how evaluation systems are being implemented in your district/school.
The words you choose matter.
Language is critically important in your role as a trainer…. As you are training on the CONTENT of the evaluation system, you are also establishing the FEELING of what this evaluation is all about.
As we go through this training today, we want you to take special note of how the content is being presented. Listen for the key themes:
- Support
Feedback
Continuous improvement
Professional growth
Improving results with all children
These key themes help to ease fears and ensure that your teachers know that this work is being done in a way that is fair and supportive of their ongoing professional growth.

3. Agenda Introductions and Icebreaker Senate Bill 10-191 Information
11/20/2018
Agenda
Introductions and Icebreaker
Senate Bill Information
Purposes and Critical Effects
Priorities of Implementation and Historical Timeline
Educator Quality Standards – Teacher and Principal
Educator Quality Standards Gallery Walk
Evaluation Process
Rubric Structure and Scoring
Simulation and Coaching Conversation

4. What is your role and your connection to evaluation?
Introductions
What is your role and your connection to evaluation?
Trainers introduce themselves and can have group introductions depending on size or familiarity. It might also be helpful to change the question posed in the slide to further connect to a theme or purpose outlined by the district/BOCES.

5. 11/20/2018
Line Dance
Take one step forward if you know the basic requirements of SB 191.
Take two steps forward if you feel comfortable explaining the basic requirements of SB 191 to someone else.
Take one step back if you are unsure what evaluation system your school/district will be using in the current school year.
Take one step forward if you’ve seen the State Model Evaluation rubric.
Take one step forward if you know how to score the State Model rubric.
Take two additional steps if you have used the State Model rubric during this past school year.
Take 3 steps forward if you can name at least 2 key connections in the evaluation connections process.
Take one step forward if you’ve conducted or been a part of a coaching conversation using the State Model rubric.
Take one leap forward for attending this training!
We’ve added this as a form of assessment for the trainers. If you know what people know and don’t know about the State Model Evaluation System you can use the following “Beatles” slide instead.

6. How do you feel about Senate Bill 191?
There are four posters around the room with the titles of Beatles songs. Please go to the song title that best describes how you are feeling about S.B
Discuss with your group the prompts below:
What made you choose this song title?
What are your best hopes and worst fears about an evaluation system?
Songs: 8 Days a Week, Help!, We Can Work It Out, With a Little Help from My Friends
Rotate among the groups and listen in to what they are saying about how they feel about the legislation.
When done, have someone from each group share the groups reason for where they are.
Step Out: The point of this activity is to allow people to voice their feelings in a safe setting and to acknowledge that there may be fears about what all this means. It helps for people to feel that they are not alone in their concerns.

7. Purposes of S.B
A system to evaluate the effectiveness of licensed personnel and continually improve the quality of education and student outcomes.
Provide meaningful feedback for professional growth and continuous improvement.
Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.
The key messages around these bulleted items is that the intent of SB 191 is around growth and continuous improvement.
This is a great opportunity to highlight their role in messaging SB 191 correctly and hit some of the key messages:
Students have the greatest chance to succeed when educators receive support to continuously improve their skills and knowledge.
With ongoing feedback and support, the new evaluation system provides teachers with meaningful information about how their practice impacts student learning.
The new system acknowledges the central role of teachers and provides the opportunity to reflect and refine their practice in order to continually meet the needs of their students.

8. Critical Effects of S.B. 10-191
Requires statewide minimum standards for what it means to be an _________ teacher or principal
Requires ______ evaluation of all teachers and principals
Requires that all teachers and principals be evaluated at least ____% on the academic ______ of their students
“effective”
annual 50
Note Catcher: The use of the Note catcher (icon in lower left) is to engage the learner and ensure a common message. The brain inherently wants to fill in missing pieces. The “Fill in the blanks” help in retention of information. Trainers should have participants fill in the blanks as best they can alone or with their table partners and then review each of the answers, explaining those that need more clarity.
There are several critical elements within Senate Bill 191, including:
The use of the term “effective” for teachers and principals was defined by rule.
Student growth must account for at least 50% of an educator’s annual evaluation
Prohibits forced placement of teachers
Allows for non-probationary status to become “portable”: portability is the ability for a non-probationary teacher to move to another district and retain their status.
Requires annual evaluations for all educators including principals, and non-probationary teachers.
Changes the earning of non-probationary status from length of employment to demonstrated effectiveness
Includes a provision that non-probationary status may be lost based on an educator’s demonstrated ineffectiveness in two consecutive years.
growth

9. Critical Effects of S.B. 10-191
Changes non-probationary status from one that is ______ based upon years of ______ to one that is ______ based upon three consecutive years of demonstrated ____________
Provides that non-probationary status may be ___ based upon two consecutive years of
______________
Makes non-probationary status ________
Prohibits ______ placement of teachers
earned
service
earned
effectiveness
lost
ineffectiveness
Note Catcher
There are several critical elements within Senate Bill 191, including:
A statewide definition of effective teachers and principals
Student growth must account for at least 50% of an educator’s annual evaluation
Prohibits forced placement of teachers
Allows for non-probationary status to become “portable”: portability is the ability for a non-probationary teacher to move to another district and retain their status.
Requires annual evaluations for all educators including principals and non-probationary teachers.
Changes the earning of non-probationary status from length of employment to demonstrated effectiveness
Includes a provision that non-probationary status may be lost based on an educator’s demonstrated ineffectiveness in two consecutive years.
“portable”
forced

10. Priorities of Implementation
Human judgment
Data should inform decisions, but human judgment will always be a part of the process
Processes and techniques are recommended to improve individual judgment and minimize errors and bias
Embodiment of continuous improvement by monitoring
Data from pilot and rollout intended to capture what works and what doesn’t
Changes in assessment practices and tools
Emerging research and best practices
We share each of these Priorities of Implementation with participants to remind them of the spirit of the process and to highlight key concepts related to the State Model Evaluation System.
Evaluation is a human endeavor, we don’t intend to take human judgment out of the equation, rather to make the process transparent and create a culture of open, honest feedback. Putting systems in place should minimize errors and bias.

11. Priorities of Implementation
Providing credible and meaningful feedback with:
Actionable information
Opportunities for improvement
Idea that this is a process and not an event
Involves all stakeholders in a collaborative process
Families, teachers, related service providers, administration, school board, etc.
Educators involved throughout development process

12. Priorities of Implementation
Takes place within a larger, aligned and supportive system
All components of the system must focus on increasing the number of educators and students who are successful
Turn and Talk
Why is it important to understand these priorities?
CDE’S GUIDING PRIORITIES FOR IMPLEMENTATION
Step Out: The Turn and Talk is to elicit the fact that these guiding principles are really the heart and soul of the system. It is not intended to be a “got ya,” but rather a fair and honest approach to improving the system for all stakeholders.

13. Historical Timeline of Implementation of Requirements for Personnel Evaluation Systems
: New performance evaluation system based on Quality Standards was implemented statewide per State Board rule. Teachers were evaluated based on quality standards. Demonstrated effectiveness began to be considered in the acquisition of non- probationary status : Continued implementation. Demonstrated effectiveness or ineffectiveness was considered in the acquisition or loss of non-probationary status : First year that non-probationary status can be lost based on 2 consecutive years of demonstrated ineffectiveness.
In the 13/14 school year, the CDE Model Evaluation System was implemented statewide, educators were evaluated based on quality standards, and this was the first year where an educator’s effectiveness rating will count towards the earning or loss of non-probationary status.
Finally, in the 2014/15 school year and beyond, the CDE Model Evaluation System was finalized on a statewide basis, educators continued to be evaluated based on standards, and demonstrated effectiveness was considered in the acquisition or loss of non-probationary status.
We’ve added information for the 2015/16 school year to better understand when the results of two consecutive years of partially effective or ineffective ratings had consequences.

14. Definition of Teacher Effectiveness
Effective teachers in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective teachers communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession.
Step Out: S.B. 191 required that Teacher Effectiveness be defined. The State Council members created this definition and the definition drove what was included in the rubric.

15. Framework for System to Evaluate Teachers
Colorado Department of Education
Framework for System to Evaluate Teachers
Definition of Teacher Effectiveness
Professional Practice Quality Standards
I. Know Content
II. Establish Environment
III. Facilitate Learning
IV. Professionalism
Measures of Student Learning
50% Professional Practice Standards % Measures of Student Learning
Observations of Other Measures Teaching Aligned with CDE Guidelines
Weighting: How Much Does Each Standard Count Towards Overall Performance?
State Other Assessments Other Measures
Summative for Non-tested Aligned with Assessments Areas CDE Guidelines
Match of test to teaching assignments
Weighting:
State Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Effectiveness Ratings
Ineffective Partially Effective Effective Highly Effective
Appeals Process

16. Definition of Principal Effectiveness
Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. As schools’ primary instructional leaders, effective principals enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement. Effective principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective principals lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.
Step Out: We’ve included information about the Principal definition, frameworks and process as a parallel to the work done with teacher. Principals should be familiar with their own rubric and be able to see how the framework, evaluation process and scoring aligns to the teachers – which is the content focus.

17. Framework for System to Evaluate Principals
Colorado Department of Education
Framework for System to Evaluate Principals
Definition of Principal Effectiveness
Professional Practice Quality Standards
I. Strategy
II. Instruction
III. Culture
IV. Human Resources
V. Management
VI. External Development
Measures of Student Learning
50% Professional Practice Standards 50% Measures of Student Learning
Number and Percentage Other Measures of Teachers Aligned with CDE Guidelines
Weighting: How Much Does Each Standard Count Towards Overall Performance?
School Performance Other Measures
Framework Aligned with CDE Guidelines
Weighting:
Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Effectiveness Rating
Ineffective Partially Effective Effective Highly Effective

18. Principal and Teacher Quality Standards
11/20/2018
Principal and Teacher Quality Standards
Principal Standards Teacher Standards
Use the Principal and Teacher Quality Standards and Elements sheets to have participants review and discuss which standards and elements align. Use the graphic on the Note catcher to record. Have participants share where they see alignment between the two.
What do you notice about the
alignment between the Principal
and Teacher standards?

19. Teacher Quality Standards
Work together at your table:
Read the assigned standard and each element.
Record a practice or two that brings this element to life in the classroom.
Record what students would be doing to reflect this practice (Standards 1-3) or artifacts that would support the practices (Standard 4).
Post your responses
Step Out: Create charts for each of the Teacher Quality Standards. Divide the chart down the middle and for each element within the standard, ask participant sot record a practice that brings the element to life. Try to have them focus on something they might actually see a teacher doing in the classroom (not something theoretical) and then have them add what students would do as a result of that teacher’s action. (For Standard 4, instead of asking what students would do, ask for them to record artifacts that might support those elements.)

20. Gallery Walk Read the responses from the other groups
11/20/2018
Gallery Walk
Read the responses from the other groups
Be prepared to share out:
What are common themes among the standards?
What aha’s did you have?
What questions do you have?
After groups post their thinking, have groups rotate and read their responses noting the questions. After they’ve had a few minutes at each, have them report out on what they noticed.
Step Out: As trainers, you will want to note any discrepancies/misunderstandings and address. This is another form of assessment, but also allows participants to look at the standards more broadly before they dive into the actual rubric and get lost in the minutia.

21. Evaluation Process Connections
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Evaluation Process Connections
You see that there are 4 key times in the annual evaluation cycle for connecting evaluators with educators. We’ll break down the components of those key connection times as we review the evaluation process, which includes the 50% professional practices and the 50% measures of student learning/outcomes.

22. Evaluation Process Connections
11/20/2018
Evaluation Process Connections
Let’s start with what should happen at the beginning of the school year. First of all, if you have new educators that will be evaluated using the Colorado State Model Evaluation System, then you must train them on the system’s processes to ensure everyone has the foundational knowledge needed to implement the system. The EE Office has created resources to support you in training your staff.
For all other returning educators, you should start the year with an orientation to inform them of anything new to the State Model Evaluation system which this powerpoint will cover, and anything new in policy or procedures for your district evaluation system, including all measures to which the educator will be held accountable.
At the end of the last school year, many educators considered new goals for the coming school year. Now is a good time to complete their self-assessment. Educators should keep in mind any changes to roles and responsibilities as well as the new group of students they will serve in order to determine if their goals are still appropriate. This is also a good time to start thinking about measures of student learning/outcomes and their corresponding success criteria, especially for those who have choice in individual or collective measures.
To support districts, CDE has provided “train the trainer” resources on the CDE website:

23. Evaluation Process Connections
11/20/2018
Evaluation Process Connections
Within the first month of school and after the self-assessment is completed, the evaluator and person being evaluated should review the school’s annual goals to ensure alignment with the goals included in the educator’s professional growth plan. This allows the educator to consider the context for the year with respect to the school’s culture, student body, community issues and changes in district initiatives and to adjust professional growth goals accordingly.
It’s also important at this time to confirm the measures of student learning/outcomes and corresponding success criteria for the group of students the educator is serving. This allows the educator time to consider where the students are now in their learning, what he/she expects them to accomplish by the end of the term or year, and what measures will best provide that information.

24. Evaluation Process Connections
11/20/2018
Evaluation Process Connections
Before we move on, it’s important to understand the ongoing activities that take place throughout the evaluation process. These include conducting observations in order to collect evidence of the educator’s practice. Keep in mind that for teachers, the collection of evidence can also be done outside of the regular classroom setting, including at staff or team meetings, parent/teacher conferences and so forth. All of this is in service of providing feedback and allowing time for reflection that supports continuous growth. This is a foundational principle of the State Model Evaluation System.

25. Evaluation Process Connections
11/20/2018
Evaluation Process Connections
The next important time for the evaluator and educator to meet is at the Mid-Year. This meeting should happen prior to the beginning of the second semester, and should be focused on a review of progress toward achieving school and individual goals. It’s also very important to talk about how students are progressing toward their goals and to identify any supports needed for both the educator and students during the second half of the year.
In order to facilitate a better conversation between the educator and evaluator, it is recommended that the evaluator review the educator’s current progress on the state model rubric prior to this meeting, if possible.
As a result of this review, every educator being evaluated should have a clear understanding of their potential final effectiveness rating based on evidence available to date.

26. Evaluation Process Connections
11/20/2018
Evaluation Process Connections
Toward the end of the school year is the spring connection where the evaluator determines the final effectiveness rating based on the professional practices and results of the measures of student learning/outcomes. An end-of-year review should be scheduled no less than two weeks before the end of the evaluation cycle. If the evaluator and the educator being evaluated did not agree on the final effectiveness rating during the end-of-year review, they may choose to jointly review additional evidence to help each other understand the rationale for their respective positions on rating levels. The purpose of this meeting is to come to agreement. If agreement is not reached, the supervisor of the educator is responsible for determining the final ratings on professional practices, measures of student learning/outcomes, and overall effectiveness.
Finally, before the next evaluation year, the educator being evaluated may develop a professional growth plan and new measures of student learning/outcomes designed to address any areas in which growth and development are needed. This may include any professional development or other training needed, as well as any other resources.
For more details regarding each component of the process, including the responsibilities of the evaluator and person being evaluated, see the User’s Guide referenced at the link below. Please note the User’s Guide details the original nine step process and does not align to the new evaluation process connections but will be updated with any other changes in the coming year.
Let’s now consider some other important information regarding the evaluation process.

27. Rubric Structure and Rating Level Focus
Step Out: Review the structure of the rubric: 5 rating levels contain discreet professional practices that, collectively describe teachers’ day-to-day work and expected student outcomes. Ask the participants to reflect on how this structure connects to the Gallery Walk activity that was presented earlier.
Each of the practices, even those in the “Level 1 Practices” column, is a research-based strategy or practice that is foundational to a teacher’s practice. While the “Level 2 Practices” column contains high quality practices, those included in that column are insufficient on their own for the teacher to demonstrate proficiency on the state standard. When combined with the practices included in the “Level 3 Practices” column, there is enough evidence to conclude that the teacher meets proficiency.
Point out the differences in focus as one moves across the rows – from the fact that a teacher does not meet standard and is not achieving at expected levels to things the teacher does to achieve proficiency (“Level 2 and 3 Practices”) to the expected outcomes for students and/or families.
Link this back to the “Gallery Walk” activity to show that the focus on what the teacher does and the focus on student outcomes are what they participants discussed early in the morning.
The focus of Level 1 Practices is on the foundational elements of teaching. Every educator is expected to perform Basic professional practices in their day-to-day work.
The focus of Levels 2 and 3 Practices is what educators do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels.
The focus of Levels 4 and 5 Practices shifts to the outcomes of the educator’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under Levels 1 through 3.

28. Teacher Quality Standards
Performance
Rating Levels
Elements of the Standard
Professional Practices
Elements of the Standard
This slide orients participants to the components of the rubric. It is important that we use a common language to refer to each of the components to avoid confusion.
Professional Practice is Not Observable
Professional Practice is Observable

29. State Model Rubric Basics
Standards based
Outlines the practices that you must meet to be at standard
Cumulative in content
Each level of the rubric represents an increase in the quality, intensity, consistency, breadth, depth, and complexity of practice
Effectiveness marked by the addition of practices that improve the overall performance of the educator and drives to student outcomes
Because this rubric is different from rubrics many have used in the past, it’s important to highlight those differences so that teachers can better understand how it works.

30. Scoring the Rubric
Determining the teacher’s professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices.
Rating the Elements
Rating the Standards
Determining the Overall Professional Practices Rating
The rater, whether the teacher completing a self-assessment or the evaluator, should score each element separately. The collective individual element scores will determine the overall score for the standard and the scores for the standards will determine the overall professional practices rating.

31. Reading the Rubric
The rater starts with the first column of “Level 1 Practices” to determine if any of these practices apply. Then the rater moves to the right for each column and checks all practices that apply.

32. Understanding the Scoring “Business” Rule
Examine Level 1 Practices to determine whether any of the professional practices describe the behaviors of the teacher. If the professional practice(s) described under Level 1 Practices are not marked, the rating level for the element under consideration as Level 1 Practices.
The rater then moves to Level 2 Practices through Level 5 Practices. For Standards I through IV, all professional practices that describes the teacher’s performance should be marked.  
The rating for each element is the lowest rating for which all professional practices are marked. As illustrated, the teacher would be rated as Proficient for Standard 1, Element a.
Look for the first unchecked professional practice.
Move one column back to identify the rating for the element.

33. Determining the Element Rating
The first unchecked professional practice is in Exemplary so the teacher would be rated as Accomplished for Std. 1, element b.
Look for the first unchecked professional practice.
Move one column back to identify the rating for the element.

34. Determining the Element Rating
The teacher would be rated Partially Proficient for Std. 1, element c.
Look for the first unchecked professional practice.
Move one column back to identify the rating for the element.

35. Rubric Rating Levels Standard Basic Partially Proficient Proficient
Accomplished
Exemplary
Element
Level 1 Practices
Level 2 Practices
Level 3 Practices
Level 4 Practices
Level 5 Practices
Educator’s performance on professional practices is significantly below the state quality standard. 1
Educator’s performance on professional practices is below the state quality standard. 2
Educator’s performance on professional practices meets state quality standard. 3
Educator’s performance on professional practices exceeds state quality standard. 4
Educator’s performance on professional practices significantly exceeds state quality standard.
Reminder of the values for each rating level which will be used to score the elements and standards.

36. 11/20/2018
This illustrates the mathematical thinking behind the scoring process. Although not necessary for anyone using the Colorado Performance Management System to do, this helps to understand how a rating level is calculated.

37. Calculating the Overall Score
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Calculating the Overall Score
Determining the overall rating for Professional Practices when standards are weighted equally.

38. Simulation Activity Group Activity
Sample Rubrics (filled out by trained evaluators)
Score the entire rubric
Elements
Standards
Overall rating
Using the completed rubric that was provided, individually score the rubric, determine the teacher’s scores on each of the standards and their associated elements as well as their overall rating for all of the standards as a whole. Also, complete the evaluator comments section for each of the standards, indicating your perception of strengths and weaknesses of the teacher.

39. Debrief Find a partner and together, discuss:
Final rating of simulation
Possible goals based on results
Professional development support
Step Out – Ensure that participants understand that this is a continuous improvement exercise and depending on the rating, the conversation may shift. For example, a PP teacher may need more direction in next steps, artifacts, etc. than an exemplary teacher. The PP teacher might not know what he/she doesn’t know. The evaluator would want to have concrete ideas about next steps. An Exemplary teacher might have a better sense of what next steps he/she needs to take and just need support in getting there.

40. Focusing on Continuous Improvement
Look for areas of focus for goal setting.
Record a goal(s) on your simulation
What feedback would you give to support your claim?
If this were a mid-year review, what additional artifacts you would look for to support evidence of the goal(s) set?
Be prepared to share your thinking.
Once individual scores are completed, work in groups at the tables to compare scores and determine whether the individual scores are correct or incorrect. Discuss the strengths and needs of the teacher. Agree on the comments that should be shared with this teacher.

41. Resources and Supports
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Resources and Supports
The State Model Evaluation System for Teachers webpage contains numerous resources and supporting documents to aid district/BOCES transition to the changes in the State Model.
Access the revised State Model Evaluation System rubric for teachers.
View a high level overview of the changes to the State Model Evaluation System for Teachers.
View a detailed breakdown of the changes to the Revised Rubric for Evaluating Colorado Teachers, including a one-to-one comparison of element shifts and changes.
View a detailed document that has also been created to further explain the changes in scoring for both the professional practice and overall effectiveness ratings.  
View a best practices in implementation of evaluation systems document.
Use a ratings calculator to preliminary determine a professional practice, measures of student learning, and overall effectiveness rating.
All of the resources above were specifically created to further explain the changes to the State Model Evaluation System. Districts/BOCES should determine how to best share these resources with all their stakeholders.

42. Resources and Supports
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Resources and Supports
The Resource Guide for Deepening the Understanding of Teacher's Professional Practices has undergone significant changes to align to the revised teacher rubric.
This guide will be hyperlinked in COPMS (RANDA) for ease of use and is also available on the Educator Effectiveness Implementation Guidance webpage.
Practical Ideas for Evaluating Educators with the State Model System are currently being revised and will be available during the school year to align to the changes in the State Model Evaluation System.
For access to all Practical Ideas Guides, visit:
guides
CDE has worked to align the Resources Guide for Deepening the Understanding of Teacher’s Professional Practice with the revised teacher rubric. This guide was intended to serve as a support to evaluators and educators when interpreting expectations in the rubric, as well as providing corresponding coaching questions and additional resources. CDE is currently working to revise our set of “practical guides” for evaluating a variety of professionals in their specific positions within the requirements of the state model evaluation system.  The practical ideas guides are heavily focused on what evaluators could look for during observations. They also provide other evidence related to these unique roles in order to support the ratings of the educators being evaluated. 

43. Inter-Rater Agreement Supports
To use the system, you will need to contact your District's Local Access Manager (LAM) and have them add the EEVideos role to your account in identity management. If you do not have an account, they will need to first create a profile for you and then they will be able to add the role. They will also be able to provide you with the username/password. NOTE: If you use the Colorado Performance Management System (RANDA), it will be the same username and password.

44. Colorado State Model Performance Management System
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Colorado State Model Performance Management System
Optional tool to support districts in the implementation, data collection and effective use of the Colorado State Model Evaluation System
Began the school year
Base system offered at no cost to districts and includes:
an electronic interface and data collection tools for the state model evaluation rubrics,
measures of student learning/outcomes,
final effectiveness ratings, and
aggregate reports to support principals and district leaders in providing useful and actionable feedback and possible professional development opportunities for educators.

45. Contact Us http://www.cde.state.co.us/educatoreffectiveness/contactus45