1. CHEA GENERAL MEETING August 31, 2011 STATE SALARY SCALE Professional Learning Community (PLC) NEGOTIATIONS DPAS II CHANGES STATE SALARY SCALE Professional Learning Community (PLC) NEGOTIATIONS DPAS II CHANGES

2. STATE SALARY SCALE Can be found on www.capehenlopenea.orgwww.capehenlopenea.org Effective January 2012 HIGHLIGHTS OF 2011-2012 SALARY INCREASES ** 2011-2012 salaries reflect 2% increase that starts half-way through school year ** If you are eligible for a step, that increase begins with your first paycheck of the school year Can be found on www.capehenlopenea.orgwww.capehenlopenea.org Effective January 2012 HIGHLIGHTS OF 2011-2012 SALARY INCREASES ** 2011-2012 salaries reflect 2% increase that starts half-way through school year ** If you are eligible for a step, that increase begins with your first paycheck of the school year

3. State Salary continued ** An extra state paycheck will be issued to all state employees on their 90th contract day, an anomoly of the calendar which has an extra Friday in it for 2011-2012. Honest. 22 pays - Increase won’t start until beginning of February. 26 pays - Increase won’t start until beginning of March. ** An extra state paycheck will be issued to all state employees on their 90th contract day, an anomoly of the calendar which has an extra Friday in it for 2011-2012. Honest. 22 pays - Increase won’t start until beginning of February. 26 pays - Increase won’t start until beginning of March.

4. LOCAL SALARY Local salary can be found on www.capehenlopenea.org www.capehenlopenea.org Look for Contract Local salary can be found on www.capehenlopenea.org www.capehenlopenea.org Look for Contract

5. Professional Learning Community (PLC) Facilitator Volunteer position Team leaders cannot be forced to be PLC Facilitator CHEA working on stipend for PLC Facilitator –Amount of extra work will determine the stipend amount Facilitator Volunteer position Team leaders cannot be forced to be PLC Facilitator CHEA working on stipend for PLC Facilitator –Amount of extra work will determine the stipend amount

6. PLC Meetings Contract states that district can have 3 after school meetings. Schools who opt to have 2 PLC meetings after school can only have 1 other after school meeting. During the weeks that they have the after school meetings, they will only have 1 PLC meeting during the school day. Contract states that district can have 3 after school meetings. Schools who opt to have 2 PLC meetings after school can only have 1 other after school meeting. During the weeks that they have the after school meetings, they will only have 1 PLC meeting during the school day.

7. Schools that opt to have their 2 PLC meetings during the school day can be scheduled for 3 after school meetings during the month. During shortened weeks (ie; the week of Nov. 11) there will be only 1 PLC meeting scheduled for that week. During Thanksgiving week, there should be no PLC meetings. Schools that opt to have their 2 PLC meetings during the school day can be scheduled for 3 after school meetings during the month. During shortened weeks (ie; the week of Nov. 11) there will be only 1 PLC meeting scheduled for that week. During Thanksgiving week, there should be no PLC meetings.

8. NEGOTIATIONS Contract expires on June 30, 2012. Negotiations begin in January. A survey will be sent by e-mail to all members to determine what issues you are interested in having the negotiations Team present. Amanda Jester must have your correct e-mail account. Prefer personal e-mail, not school e- mail. Survey will allow you to volunteer to serve on the Negotiations Team. Ajester@cape.k12.de.us Contract expires on June 30, 2012. Negotiations begin in January. A survey will be sent by e-mail to all members to determine what issues you are interested in having the negotiations Team present. Amanda Jester must have your correct e-mail account. Prefer personal e-mail, not school e- mail. Survey will allow you to volunteer to serve on the Negotiations Team. Ajester@cape.k12.de.us

9. DPAS II Changes Full DPAS II regulations and forms can be found at: www.doe.k12.de.us/csa/dpasii/default/shtml (website can be found at www.capehenlopenea.org)www.doe.k12.de.us/csa/dpasii/default/shtml www.capehenlopenea.org Goals Form –Goals are mentioned, but form was not found in document. –Goals will be discussed at first Pre-observation Conference Full DPAS II regulations and forms can be found at: www.doe.k12.de.us/csa/dpasii/default/shtml (website can be found at www.capehenlopenea.org)www.doe.k12.de.us/csa/dpasii/default/shtml www.capehenlopenea.org Goals Form –Goals are mentioned, but form was not found in document. –Goals will be discussed at first Pre-observation Conference

10. Administrator DPAS II Training All administrators must successfully complete quizzes in eLearning training modules before conducting evaluations. All administrators must log in individually and pass all quizzes. New Administrators must also participate in at least one of the following: –Development Coach program –Regional trainings through DASL (frameworks training will be the first session). –District-level training through certified contractor. –Coaching/support from LEA Expert Evaluator. All administrators must successfully complete quizzes in eLearning training modules before conducting evaluations. All administrators must log in individually and pass all quizzes. New Administrators must also participate in at least one of the following: –Development Coach program –Regional trainings through DASL (frameworks training will be the first session). –District-level training through certified contractor. –Coaching/support from LEA Expert Evaluator.

11. Pre-observation Conference The Pre-observation Conference is required for all announced observations. If the district allows and both the administrator and teacher agree, then the Pre-observation Form may be optional for announced observations of Experienced Teachers. The Pre-observation Form may not be waived for Novice Teachers The district has indicated that they want to continue to use the Pre-observation Form. The Pre-observation Conference is required for all announced observations. If the district allows and both the administrator and teacher agree, then the Pre-observation Form may be optional for announced observations of Experienced Teachers. The Pre-observation Form may not be waived for Novice Teachers The district has indicated that they want to continue to use the Pre-observation Form.

12. Pre-observation Responsibilities Prior to Pre-observation Conference –Complete a Pre-observation Form with a detailed lesson plan and submit these documents to the administrator. The lesson plan should address each of the criteria in Component One. During Pre-Observation Conference –Take an active part in conference. –Be prepared to discuss Component One - Planning and Preparation. –Submit a Professional Responsibilities Form (if the teacher had not done so already). Completed yearly instead of every two years. –Be prepared to discuss Component Four - Professional Responsibilities. –Be prepared to present and discuss artifacts. Prior to Pre-observation Conference –Complete a Pre-observation Form with a detailed lesson plan and submit these documents to the administrator. The lesson plan should address each of the criteria in Component One. During Pre-Observation Conference –Take an active part in conference. –Be prepared to discuss Component One - Planning and Preparation. –Submit a Professional Responsibilities Form (if the teacher had not done so already). Completed yearly instead of every two years. –Be prepared to discuss Component Four - Professional Responsibilities. –Be prepared to present and discuss artifacts.

13. Frequency of Observations Novice teachers must receive a minimum of two announced and one unannounced observations with a Summative Evaluation each school school year. Majority of experienced teachers will fit the category of “effective” teachers. They must receive a minimum of one announced observation each year with a summative evaluation at least once every two years. Any teacher on an improvement plan must receive a minimum of one announced observation and one unannounced observation, with a summative evaluation at the end of the one year period. The student improvement component must be evaluated each year for all educators, regardless of whether a summative evaluation is conducted. The number of observations is a minimum. The administrator may do more. Novice teachers must receive a minimum of two announced and one unannounced observations with a Summative Evaluation each school school year. Majority of experienced teachers will fit the category of “effective” teachers. They must receive a minimum of one announced observation each year with a summative evaluation at least once every two years. Any teacher on an improvement plan must receive a minimum of one announced observation and one unannounced observation, with a summative evaluation at the end of the one year period. The student improvement component must be evaluated each year for all educators, regardless of whether a summative evaluation is conducted. The number of observations is a minimum. The administrator may do more.

14. Component Five: Student Improvement Student Improvement requires multiple measures of student growth for every discipline and subject area. Measures for all areas are not completed and approved. DOE will determine summative ratings for student growth using an interim plan that includes no negative consequences for Component V. –No Improvement Plans will be required next year based on Component V. –Improvement Plans for components I - IV will still be applicable. Student growth will be determined using a combination of three types of student growth measures. –School wide DCAS scores (Part 1) –Scores from a cohort of students (Part 2) –Content area-specific measures if they have been approved by DOE (Part 3) Student Improvement requires multiple measures of student growth for every discipline and subject area. Measures for all areas are not completed and approved. DOE will determine summative ratings for student growth using an interim plan that includes no negative consequences for Component V. –No Improvement Plans will be required next year based on Component V. –Improvement Plans for components I - IV will still be applicable. Student growth will be determined using a combination of three types of student growth measures. –School wide DCAS scores (Part 1) –Scores from a cohort of students (Part 2) –Content area-specific measures if they have been approved by DOE (Part 3)

15. What will Component 5 look like? Part 1: 30% of Component 5 will be a school-wide average DCAS result in either Mathematics or English Language Art (whichever score is higher) and will be used for all teachers and specialists. Part 2: 20% of Component 5 will be based on the following: –For educators in DCAS-Tested areas, the cohort will include all students that the educator teaches in that tested area. For educators in non-DCAS tested subjects and areas, with agreement of building administrators, these teachers and specialists will identify a DCAS-tested area from which to select a cohort of students that they work with regularly. The identification of the cohort should be supported by data analysis for the educator’s/specialist’s specific school Part 1: 30% of Component 5 will be a school-wide average DCAS result in either Mathematics or English Language Art (whichever score is higher) and will be used for all teachers and specialists. Part 2: 20% of Component 5 will be based on the following: –For educators in DCAS-Tested areas, the cohort will include all students that the educator teaches in that tested area. For educators in non-DCAS tested subjects and areas, with agreement of building administrators, these teachers and specialists will identify a DCAS-tested area from which to select a cohort of students that they work with regularly. The identification of the cohort should be supported by data analysis for the educator’s/specialist’s specific school

16. Part 3: 50% of Component 5 will be a content-area specific assessment measure (not DCAS), if available. Very few assessments have been approved by DoE to date. Development work continues next year. If only Parts 1 and 2 are available to you, school-wide measure will be 30%, and cohort measure will be 70% of Component 5. If only Parts 1 and 3 are available, school-wide = 30%; content specific = 70%. If only Part 1 is available. Then the school-wide measure is 100% of Component V. New Form for Component 5: DPAS II Measures Selection Form for Teachers/Specialists to determine which Parts (1, 2, and/or 3) are applicable for you. Part 3: 50% of Component 5 will be a content-area specific assessment measure (not DCAS), if available. Very few assessments have been approved by DoE to date. Development work continues next year. If only Parts 1 and 2 are available to you, school-wide measure will be 30%, and cohort measure will be 70% of Component 5. If only Parts 1 and 3 are available, school-wide = 30%; content specific = 70%. If only Part 1 is available. Then the school-wide measure is 100% of Component V. New Form for Component 5: DPAS II Measures Selection Form for Teachers/Specialists to determine which Parts (1, 2, and/or 3) are applicable for you.

17. Is Student Growth a Value Added Method? Not a “value added” method of evaluating student growth. “Value Added” systems predict student growth. The Delaware system is designed to evaluate you based on actual student growth between two designated points in time. –Scores in the Fall will be compared with scores in the Spring. These will include both DCAS scores and content-areas specific assessment measures. Not a “value added” method of evaluating student growth. “Value Added” systems predict student growth. The Delaware system is designed to evaluate you based on actual student growth between two designated points in time. –Scores in the Fall will be compared with scores in the Spring. These will include both DCAS scores and content-areas specific assessment measures.

18. Your Feedback is Essential Share your experiences with the revised DPAS II system with your association leaders. What works well and what needs to be improved. Monitor the selection of your student cohort. –The teacher’s cohort is “all the students you teach in that content area to include reading and math, grades 3-10. –For specialists or non-core tested subject areas, the cohort will include students that the specialist/non-core teacher sees regularly. The scores for these students in a DCAS test area will be used. –The size of a cohort will likely be a minimum of 25 students; but administrators will determine exceptions to the guideline as necessitated by educator assignment. Share your experiences with the revised DPAS II system with your association leaders. What works well and what needs to be improved. Monitor the selection of your student cohort. –The teacher’s cohort is “all the students you teach in that content area to include reading and math, grades 3-10. –For specialists or non-core tested subject areas, the cohort will include students that the specialist/non-core teacher sees regularly. The scores for these students in a DCAS test area will be used. –The size of a cohort will likely be a minimum of 25 students; but administrators will determine exceptions to the guideline as necessitated by educator assignment.

19. Document and share your experiences throughout the 2011-12 school year. Your concrete examples and feedback will help DSEA secure an evaluation system where educator accountability is based upon fair and reliable measures of their performance. Document and share your experiences throughout the 2011-12 school year. Your concrete examples and feedback will help DSEA secure an evaluation system where educator accountability is based upon fair and reliable measures of their performance.

20. Interim Plan is not permanent ! DSEA staff and leaders are not pleased with the student cohort measure. DSEA believes that once the content/subject specific multiple measures are developed and approved, the student cohort measure should be eliminated. The three percentages attached to the three parts of Component V also needs to be reconsidered. According to Secretary Lowery: It is possible that the percentages in future years may warrant rebalancing based on stakeholder input. DSEA staff and leaders are not pleased with the student cohort measure. DSEA believes that once the content/subject specific multiple measures are developed and approved, the student cohort measure should be eliminated. The three percentages attached to the three parts of Component V also needs to be reconsidered. According to Secretary Lowery: It is possible that the percentages in future years may warrant rebalancing based on stakeholder input.

21. Work Continues –To join a Work Group for your discipline or area of work to research and identify student assessment measures that are rigorous and comparable across classrooms/buildings contact Debbie Stevens at: 1-866-734-5834 Deborah. Stevens@dsea.org –To join a Work Group for your discipline or area of work to research and identify student assessment measures that are rigorous and comparable across classrooms/buildings contact Debbie Stevens at: 1-866-734-5834 Deborah. Stevens@dsea.org

22. DSEA Flyer on Changes to DPAS II A DSEA flyer on – “What you need to know about changes to the evaluation system next year” can be found at: –www.capehenlopenea.org A DSEA flyer on – “What you need to know about changes to the evaluation system next year” can be found at: –www.capehenlopenea.org