Fillable Printable Student Services Personnel Evaluation Model and Guide - Florida
Fillable Printable Student Services Personnel Evaluation Model and Guide - Florida
Student Services Personnel Evaluation Model and Guide - Florida
Florida’s Student Services Personnel
Evaluation Model and Guide
Student Support Services Project, University of South Florida
Bureau of Exceptional Education and Student Services
Division of Public Schools, Florida Department of Education
This document was developed by the Student Support Services Project, University of South
Florida, a special project funded by the Florida Department of Education, Division Public
Schools, Bureau of Exceptional Education and Student Services (BEESS), through federal
assistance under the Individuals with Disabilities Education Act (IDEA), Part B and is
available online at
http://www.fldoe.org/ese. For more information on available resources,
contact the BEESS Resource and Information Center (BRIC).
BRIC website:
http://www.fldoe.org/ese/clerhome.asp
Bureau website:
http://www.fldoe.org/ese
Email:
Telephone: (850) 245-0477
Fax: (850) 245-0987
Florida’s Student Services
Personnel Evaluation
Model and Guide
Student Support Services Project, University of South Florida
Bureau of Exceptional Education and Student Services
Division of Public Schools, Florida Department of Education
2012
Table of Contents
Purpose ................................................................................................................................................. 1
Development Process......................................................................................................................... 3
Responding to the Call ................................................................................................................... 3
Partners in Collaboration ............................................................................................................... 3
Fundamental Principles in the Process ........................................................................................ 4
Framework For Student Services Personnel Evaluation Model (SSPEM).............................. 5
Florida’s New Evaluation System................................................................................................. 5
Comprehensive System of Learning Supports and Student Services...................................... 6
Comprehensive Evaluation System Model for Student Services Personnel........................... 8
Professional Practice Component—SSPEM.................................................................................. 9
Description of the Evaluation Rubric for Professional Practices.............................................. 9
Evaluation Rubric for Professional Practices—SSPEM ............................................................ 11
Evaluating Professional Practice—Methods and Sources of Evidence.................................. 22
Evaluation Rubric—Crosswalk with Professional Practice Standards .................................. 28
Evaluation Rubric—Crosswalk with Florida Educator Accomplished Practices and
Teacher Evaluation Models ............................................................................................................ 34
Scoring the Evaluation Rubric for Professional Practices ........................................................ 39
General Instructions ..................................................................................................................... 39
Completing the Evaluation Rubric Scoring Protocol............................................................... 39
Scoring Instructions...................................................................................................................... 40
Summative Performance Level................................................................................................... 40
Student Growth Component—SSPEM ........................................................................................ 46
Student Learning Growth Component ...................................................................................... 46
Student Learning Growth: Value-Added Measure (VAM)..................................................... 46
Student Learning Growth: Measurable Student Outcomes.................................................... 47
Summative Evaluation Form.......................................................................................................... 52
Recommendations for District Use ............................................................................................... 54
The Evaluation Cycle Process...................................................................................................... 54
SSPEM and the District Framework........................................................................................... 58
References.......................................................................................................................................... 60
Appendix A: Resources ................................................................................................................... 64
Appendix B: Research Support for Practices in the SSPEM Model........................................ 66
v
Purpose
The purpose of Florida’s Student Services Personnel Evaluation Model (SSPEM) is to assist
districts by developing a state pre-approved performance evaluation system for student
services personnel (i.e., school counselors, school social workers, school psychologists, and
school nurses) that:
• Aligns with current research-based best practices and professional standards
• Meets the requirements of the Student Success Act
• Reflects the functions, practices, and responsibilities that positively impact student
achievement, behavior, and health.
The SSPEM is an integrated evaluation system that establishes common practice standards
across the student services professions by focusing on evidence-based and research-based
practices that are linked to student achievement and behavior. The model provides districts
with a state-approved evaluation framework to adopt or adapt to address the district’s
instructional framework and needs, or use as a guide in developing its own performance
evaluation system for student services personnel. The SSPEM may also serve as a guide for
other “non-classroom” instructional or teaching fields for which special evaluation
procedures and criteria are necessary.
1
Development Process
Responding to the Call
The University of South Florida Student Support Services Project (SSSP) was asked to assist
the Florida Department of Education’s (FDOE) Bureau of Educator Recruitment,
Development and Retention in providing guidance in the development of an integrated
model to evaluate student services personnel. The model represents school counseling,
school social work, school psychology, and school nursing to reflect professional
standards and research-based practices impacting student achievement.
The SSSP team developed an action plan to provide a sequence and structure for the work.
The initial task was to integrate each student services discipline area’s professional practices,
competencies, and ethics into a foundational framework. From this structure, the team
established domains, professional practices, and indicators relevant to the work of student
service professionals. Identifying potential collaborators from each student services
discipline area to provide input was significant to moving forward.
Partners in Collaboration
An invitation was sent to school district representatives of school counseling, school social
work, and school psychology. The offer to collaborate included a stipulation that
participants were required to fully commit to one face-to-face and one virtual meeting.
Eleven positive responses were received. This group of leaders formed the Core Workgroup.
Initially, school nursing services were not included in the evaluation model. This was
attributed to the enacting legislation and the fact that delivery models for health services
varied greatly among school districts. The team subsequently determined that health
services school nurses provide must be included if the model was to successfully evaluate
services, within a system of supports, that impact student achievement.
The draft framework was electronically distributed to Core Workgroup members prior to
the virtual meeting. Following a guided discussion, the members were asked for input
regarding the logic and sequence of domains and related practices. The framework was
revised using targeted feedback and expanded to include performance levels.
At the second meeting (face-to-face) of the Core Workgroup, the framework was presented
in model format with performance levels. Workgroup members vetted domains and
practices and worked to achieve a sound model for an integrated performance evaluation
grounded in evidenced-based practice and proper sequence. Initial work to adequately
describe practice indicators proved a challenge. Nonetheless, workgroup members
persevered to leave the team with defined examples.
3
The work of developing indicators for established practices required a broader perspective.
The core team was expanded to form the Focus Workgroup. The Focus Workgroup included
an interdisciplinary cohort of representatives from school district student services
professions, school principals, student services directors, state professional associations, and
student services university training programs.
Fundamental Principles in the Process
Specific principles were discussed as fundamental to the development process. The intent of
the evaluation model is to accomplish the following:
•
Comply with the requirements of the Student Success Act and address both
professional practices (50 percent) and student growth (50 percent), respectively
•
Reflect a Multi-tiered System of Support (MTSS) framework
•
Align with evidence-based practices and research-based professional standards
•
Exhibit congruent support to professional growth and continuous improvement
•
Integrate practices across student services professions (school counselors, school
social workers, school psychologists, and school nurses)
•
Remain a dynamic process (flexible and fluid)
•
Offer a state-approved evaluation framework to districts to adopt, adapt, or use as a
guide in developing their own performance evaluation system for student services
personnel
4
Framework For Student Services
Personnel Evaluation Model (SSPEM)
Florida’s New Evaluation System
Florida’s evaluation system has been adopted for the purpose of increasing student learning
growth by improving the quality of instructional and supportive services. The evaluation
system must be designed to:
•
Support effective instruction and student learning growth
•
Inform the development of district and school improvement plans
•
Provide appropriate instruments, procedures, and criteria for continuous quality
improvement of professional skills (i.e., professional development)
The Student Success Act requires districts to incorporate student learning growth and
instructional practices in performance evaluation systems for instructional personnel
(section 1012.34, Florida Statutes [F.S.]). The evaluation system must include the following
components:
•
Student learning growth
•
Instructional practices
•
Professional and job responsibilities
The evaluation system (i.e., combined components) must differentiate among four levels of
performance. Fifty percent of the evaluation must be based on data and indicators of
student learning growth as assessed annually by statewide (Florida Comprehensive
Assessment Test® 2.0 [FCAT 2.0] or End of Course [EOC] exams) or district assessments.
The other 50 percent of the evaluation must include instructional practices based on the
Florida Educator Accomplished Practices (FEAPs) and the district’s instructional practice
framework (e.g., Marzano, Danielson).
Student services personnel are classified as “instructional personnel” in Florida statutes (s.
1012.01(2)(b), F.S.) and subject to the new evaluation system requirements. However, the
statute differentiates between “classroom” and “non-classroom” instructional personnel.
The student services disciplines or professions – school social work, school counseling,
school psychology, and school nursing – fall in the non-classroom instructional personnel
category (school nurses, though not classified as instructional personnel in statute, are
included in the model because they are non-classroom personnel who provide services to
students and schools, and many districts classify them as instructional personnel).
5
