In the past we held bi-monthly meetings, with the POWER I Team and school based bi-monthly meetings sharing information from POWER I.
Teacher Incentive Funding Program
Requirements:
*2 Formal Observations: School-Based Administrator
*1 Mid-Year Conference with School-Based Administrator
*2 Peer Observations (Documentation: Rubric and reflection, Guiding ?’s, school choice)
*1 Video Self-Reflective Observation
*1 External Non-Formal Observation
*50+ hours of PD
*2 Formal Observations: School-Based Administrator
*1 Mid-Year Conference with School-Based Administrator
*2 Peer Observations (Documentation: Rubric and reflection, Guiding ?’s, school choice)
*1 Video Self-Reflective Observation
*1 External Non-Formal Observation
*50+ hours of PD
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 18 states plus the District of Columbia and the U.S. Virgin Islands working together to develop a common set of K-12 assessments in English and Math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school year.
MAP
Measurement of Academic Progress
MAP®Measures of Academic Progress®Understanding each student’s academic level gives teachers the power to help them excel. MAP computerized adaptive assessments are the tools that make it possible – providing educators with the detailed information they need to build curriculum and meet their students’ needs, one child at a time.
MAP®Measures of Academic Progress®Understanding each student’s academic level gives teachers the power to help them excel. MAP computerized adaptive assessments are the tools that make it possible – providing educators with the detailed information they need to build curriculum and meet their students’ needs, one child at a time.
MSA
The Maryland School Assessment has been phased out but for this year, we continue to need to make Adequate Yearly Progress (AYP).
SPI
School Progress Index. This replaces Adequate Yearly Progress.
School Progress Index (SPI): The School Progress Index is a continuous scale that measures Achievement, Gaps, Student Growth (at the elementary level) and Achievement, Gaps, and College- and Career-Readiness (at the high school level) starting at 0 for which a 1.0 value means meeting the target.
Indicator Achievement: represents the acquisition of the skills and knowledge students have acquired.
The Achievement Indicator represents the school’s performance for “all students” on the MSA, Alt-MSA, and HSA in meeting Mathematics, Reading, and Science proficient and advanced levels relative to the school’s targets.
Indicator Gap Reduction: represents a decrease in the difference between the highest-achieving subgroup and the lowest-achieving subgroup by content area. The Gap Indicator represents the difference between the highest and lowest performing subgroups within the following measured areas:
Mathematics Proficiency (Mathematics MSA, Algebra/Data Analysis HSA)
English/Language Arts Proficiency (Reading MSA, English HSA)
Science Proficiency (Science MSA, Biology HSA)
Five-Year Adjusted Cohort Graduation Rate
Four-Year Adjusted Cohort Dropout Rate
Indicator Growth: Growth represents a student’s progress from one year to the next.
The Growth Indicator represents all students’ growth within an elementary or middle school for the following measures:
Mathematics Proficiency (Mathematics MSA)
English/Language Arts Proficiency (Reading MSA)
School Progress Index (SPI): The School Progress Index is a continuous scale that measures Achievement, Gaps, Student Growth (at the elementary level) and Achievement, Gaps, and College- and Career-Readiness (at the high school level) starting at 0 for which a 1.0 value means meeting the target.
Indicator Achievement: represents the acquisition of the skills and knowledge students have acquired.
The Achievement Indicator represents the school’s performance for “all students” on the MSA, Alt-MSA, and HSA in meeting Mathematics, Reading, and Science proficient and advanced levels relative to the school’s targets.
Indicator Gap Reduction: represents a decrease in the difference between the highest-achieving subgroup and the lowest-achieving subgroup by content area. The Gap Indicator represents the difference between the highest and lowest performing subgroups within the following measured areas:
Mathematics Proficiency (Mathematics MSA, Algebra/Data Analysis HSA)
English/Language Arts Proficiency (Reading MSA, English HSA)
Science Proficiency (Science MSA, Biology HSA)
Five-Year Adjusted Cohort Graduation Rate
Four-Year Adjusted Cohort Dropout Rate
Indicator Growth: Growth represents a student’s progress from one year to the next.
The Growth Indicator represents all students’ growth within an elementary or middle school for the following measures:
Mathematics Proficiency (Mathematics MSA)
English/Language Arts Proficiency (Reading MSA)
SLO
Student Learning Objective
Student Learning Objectives (SLOs) are a viable option for measuring student growth under the new Maryland Teacher Evaluation System.
Student Learning Objectives (SLOs) are a viable option for measuring student growth under the new Maryland Teacher Evaluation System.
Master Teacher
Master Teacher is a simple way to have quality discussions among teacher on hot topics in education. The great thing about it is that you can do it on your free time at home in the evening, so you do not have to squeeze yet another thing into your day. It can be very beneficial in sorting out ideas about teaching and learning in your mind. It is an outlet to learn, ask questions, offer suggestions to others and steal fabulous ideas.