Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam.  Expected growth means value-added score of 3.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam.  Exceeds expected growth means value-added score of 4.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam.  Greatly exceeds expected growth means value-added score of 5.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

***All performance measures based on student achievement can be disaggregated based on student subpopulations

Each TAKS tested classroom teacher can earn an award if, based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for all tested students labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of _% correct on each tested objective (e.g., Objective 1: Nature of Science).

OR

Each TAKS tested classroom teacher increases their overall student passing rate among all tested students on the TAKS spring administration by 1-_% compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.

Each TAKS tested classroom teacher can earn an award if, based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for all tested students labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of _% correct on each tested objective (e.g., Objective 1: Nature of Science).

OR

Each TAKS tested classroom teacher increases their overall student passing rate among all tested students on the TAKS spring administration by _-_% compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.

Each TAKS tested classroom teacher can earn an award if, based on the Beginning-of-Year benchmark, _% (or more) of the knowledge and skills for all tested students labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

OR

Each TAKS tested classroom teacher increases their overall student passing rate among all tested students on the TAKS spring administration by _% (or more) compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.

*All Beginning-of-Year Benchmarks must be administered before September 15

Each content specific teacher (i.e., 4th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a content area is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

OR

Each content specific area teachers increase their overall student passing rate on the TAKS spring administration by 1-_% compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.

Each content specific teacher (i.e., 4th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a grade level is equal to exceeds expected growth on the spring administered TAKS exam. Expected growth means value-added score of 4.

OR

Content area teachers increase their overall student passing rate on the TAKS spring administration by _-_% compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.

Each content specific teacher (i.e., 4th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a grade level greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

OR

Content area teachers increase their overall student passing rate on the TAKS spring administration by _% (or more) compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase 1-_% compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 77-_% of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase _-_% compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then _-_% of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase _% (or more) compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then _% (or more) of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

AND

The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by 1-_% compared to the previous year’s TAKs administration.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.

AND

The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by _-_% compared to the previous year’s TAKs administration.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

AND

The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by _% (or more) compared to the previous year’s TAKs administration.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all special education tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

AND

All special education students, on average, reach _-_% of the goals listed in their Individualized education plans.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.

AND

All special education students, on average, reach _-_% of the goals listed in their Individualized education plans.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

AND

All special education students, on average, reach _% (or more) of the goals listed in their Individualized education plans.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

Each classroom teacher can earn an award if, based on Beginning-of-Year TPRI/Tejas Lee administration,_-_% of the skills for all tested students in their respective classroom labeled as “still developing” will be measured as “developed” on Overall Screening at the End-of-Year TPRI/Tejas Lee administration.

Each classroom teacher can earn an award if, based on Beginning-of-Year TPRI/Tejas Lee administration, _-_% of the skills for all tested students in their respective classroom labeled as “still developing” will be measured as “developed” on Overall Screening at the End-of-Year TPRI/Tejas Lee administration.

Each classroom teacher can earn an award if, based on Beginning-of-Year TPRI/Tejas Lee administration, _% (or more) of the skills for all tested students in their respective classroom labeled as “still developing” will be measured as “developed” on Overall Screening at the End-of-Year TPRI/Tejas Lee administration.

*Students must have been enrolled on or before October PEIMS snapshot date to be included in evaluation

_-_% of all LEP tested students in their respective classroom will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

_-_% of all LEP tested students in their respective classroom will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

_% (or more) of all LEP tested students in their respective classroom will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

*Students must have been enrolled on or before October PEIMS snapshot date to be included in evaluation

_-_% of all LEP tested students in their respective classroom will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

OR

_-_% of all LEP tested students in their respective classroom meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading).

_-_% of all LEP tested students in their respective classroom will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

OR

_-_% of all LEP tested students in their respective classroom meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading.

_% (or more) of all LEP tested students in their respective classroom will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

OR

_% (or more) of all LEP tested students in their respective classroom meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading.

*Students must have been enrolled on or before October PEIMS snapshot date to be included in evaluation.

_% of classroom students will meet expected growth between Beginning-of-Year and End-of-Year benchmarks.  Expected growth is determined after BOY benchmark is given and analyzed by the teacher and a plan for meeting goals is developed and approved in coordination with the principal.

*All BOY Benchmarks must be administered by September 15 and plan for meeting goals approved by principal by September 30.  EOY Benchmarks must be administered after May 15.

Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for the class labeled as not proficient will be measured as proficient on the End-of-Year Benchmark. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

Based on the Beginning-of-Year benchmark, _% (or more) of the knowledge and skills for the class labeled as not proficient will be measured as proficient on the End-of-Year Benchmark. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

*All BOY Benchmarks must be administered by September 15 and EOY Benchmarks administered after May 15

Teachers will earn an award if _-_% of all tested ELL students in their grade level score at or above proficiency on the spring administered Reading/Language Arts section of ITBS/Logramos. Proficiency is defined as having a Grade Level Equivalent at or above current grade level.

Teachers will earn an award if _% (or more) of all tested ELL students in their grade level score at or above proficiency on the spring administered Reading/Language Arts section of ITBS/Logramos. Proficiency is defined as having a Grade Level Equivalent at or above current grade level.

Each grade level cohort will demonstrate, on average, an improvement of normal curve equivalent points (NCEs) on the annually administered Stanford-10/Aprenda reading and math subtests until the cohort achieves an average of _ NCEs, at which point the cohorts will either maintain or continue improving their level of performance.

*Normal Curve Equivalent average will be based upon cohort's performance on Beginning-of-Year test administration that must take place before September 15

All 4th grade teachers qualify for the award if the median grade level equivalency of all 5th grade students tested in September 2009 is at least one year higher than median grade level equivalency of all 4th grade students tested in September 2008.

*Only students enrolled during both the October 2008 and October 2009 PEIMS snapshot will be used to calculate grade level equivalency and subsequent distribution of award.

** English/Language Arts teachers will be evaluated on the Total Reading, Spelling, and Language scores, Math teachers will be evaluated on the Total Mathematics score, Science teachers will be evaluated on the Science score, and Social Studies will be evaluated on the Social Science score.

Physical Education / Fitnessgram

_% (or more) of all students tested show an increase in the number of push-ups and sit-ups completed during the allotted time and a decrease in the time required to complete a specified number of laps from the fall administration to the spring administration.

*Fall administration must take place before October 1 and spring administration must take place after before May 15.

Students will select one project from their personal portfolio. __% of students will pass (with a grade of _ or higher) as rated on a scoring rubric approved by the principal and rated by independent judges (other district art teachers and local volunteer artists).

Students will be required to submit a portfolio with at least __different objects. __% of students will pass (with a grade of _ or higher) as rated on a scoring rubric approved by the principal and rated by independent judges (other district art teachers and local volunteer artists).

Plans at least one 30 minute (or longer) art lesson/activity at three family nights by the end of the school year

AND

_% of tested students (enrolled at the campus at the October PEIMs snapshot) show _% growth (or more) between first and second art local benchmark during the school year.

* First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15.

Level 1: Achieves one performance measure listed below

Level 2: Achieves two performance measures listed below

Level 3: Achieves three performance measures listed below

Performance Targets:

1. Students show, on average, _% (or more) improvement between first and second local benchmark (student reads and writes musical notation, describes and analyzes musical sound, and demonstrates musical artistry for music and student is proficient in creative expression) during the school year.
2. _% of 6th grade music students (enrolled at the campus at the October PEIMS snapshot) pass their annual music portfolio review.
3. Leads, coordinates, and plans at a minimum, three weeklong celebrations. In order to earn award, celebrations must be: galleries, assemblies, festivals, performances at the campus or feeder campuses, student portfolio presentations, and/or other campus committee approved activities.

*The celebrations must begin no later than November 15, 2008, and be completed no later than May 15, 2009, and a minimum of five parent volunteers must be secured for each weeklong celebration.

**First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15.

Plans at least one 30 minute (or longer) music lesson/activity at three family nights by the end of the school year

AND

_% of tested students (enrolled at the campus during the October PEIMS snapshot) showed _% growth (or more) between first and second music local benchmark during the school year.

*First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15.

At the end of the year, an average of __% or more of students participating in their respective sports will have retained academic eligibility throughout the school year.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

***All performance measures based on student achievement can be disaggregated based on student subpopulations.

Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for each student labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

OR

Classroom teacher increases their overall student passing rate on the TAKS spring administration by 1-_% compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.

Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for each student labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

OR

Classroom teacher increases their overall student passing rate on the TAKS spring administration by _-_% compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.

Based on the Beginning-of-Year benchmark, _% (or more) of the knowledge and skills for each student labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

OR

Classroom teacher increases their overall student passing rate on the TAKS spring administration by _% (or more) compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.

*All Beginning-of-Year Benchmarks must be administered before September 15.

Each content specific teacher (i.e., 6th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a content area is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

OR

Content area teachers increase their overall student passing rate on the TAKS spring administration by 1-_% compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.

Each content specific teacher (i.e., 6th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a grade level is equal to exceeds expected growth on the spring administered TAKS exam. Expected growth means value-added score of 4.

OR

Content area teachers increase their overall student passing rate on the TAKS spring administration by _-_% compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.

Each content specific teacher (i.e., 6th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a grade level greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

OR

Content area teachers increase their overall student passing rate on the TAKS spring administration by _% (or more) compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase 1-_% compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 77-80% of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase _-_% compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 81-85% of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase _% (or more) compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 86% (or more) of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam.  Expected growth means value-added score of 3.

AND

The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by 1-_% compared to the previous year’s TAKs administration.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.

AND

The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by _-_% compared to the previous year’s TAKs administration.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

AND

The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by _% (or more) compared to the previous year’s TAKs administration.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all special education tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

AND

All special education students, on average, reach _-_% of the goals listed in their Individualized education plans.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.

AND

All special education students, on average, reach _-_% of the goals listed in their Individualized education plans.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

AND

All special education students, on average, reach _% (or more) of the goals listed in their Individualized education plans.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score. Level 3:

_% (or more) of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

*Students must have been enrolled on or before October PEIMS snapshot date to be included in evaluation

_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

OR

_-_% of all tested LEP students meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading).

_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

OR

_-_% of all tested LEP students meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading.

_% (or more) of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

OR

_% (or more) of all tested LEP students meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading.

*Students must have been enrolled on or before October PEIMS snapshot date to be included in evaluation

_% of classroom students will meet expected growth between Beginning-of-Year and End-of-Year benchmarks.  Expected growth is determined after BOY benchmark is given and analyzed by the teacher and a plan for meeting goals is developed and approved in coordination with the principal.

*All BOY Benchmarks must be administered by September 15 and plan for meeting goals approved by principal by September 30.  EOY Benchmarks must be administered after May 15.

Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for the class labeled as not proficient will be measured as proficient on the End-of-Year Benchmark. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

Based on the Beginning-of-Year benchmark, _% (or more) of the knowledge and skills for the class labeled as not proficient will be measured as proficient on the End-of-Year Benchmark. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

*All BOY Benchmarks must be administered by September 15 and EOY Benchmarks administered after May 15

Teachers will earn an award if _-_% of all tested ELL students in their grade level score at or above proficiency on the spring administered Reading/Language Arts section of ITBS/Logramos. Proficiency is defined as having a Grade Level Equivalent at or above current grade level.

Teachers will earn an award if _% (or more) of all tested ELL students in their grade level score at or above proficiency on the spring administered Reading/Language Arts section of ITBS/Logramos.  Proficiency is defined as having a Grade Level Equivalent at or above current grade level.

All 7th grade teachers qualify for the award if the median grade level equivalency of all 8th grade students tested in September 2009 is at least one year higher than median grade level equivalency of all 7th grade students tested in September 2008.

*Only students enrolled during both the October 2008 and October 2009 PEIMS snapshot will be used to calculate grade level equivalency and subsequent distribution of award

** English/Language Arts teachers will be evaluated on the Total Reading, Spelling, and Language scores, Math teachers will be evaluated on the Total Mathematics score, Science teachers will be evaluated on the Science score, and Social Studies will be evaluated on the Social Science score.

Physical Education / Fitnessgram

_% (or more) of all students tested show an increase in the number of push-ups and sit-ups completed during the allotted time and a decrease in the time required to complete a specified number of laps from the fall administration to the spring administration.

*Fall administration must take place before October 1 and spring administration must take place after before May 15.

Students will select one project from their personal portfolio. __% of students will pass (with a grade of 70 or higher) as rated on a scoring rubric approved by the principal and rated by independent judges (other district art teachers and local volunteer artists).

Students will be required to submit a portfolio with at least __different objects. __% of students will pass (with a grade of 70 or higher) as rated on a scoring rubric approved by the principal and rated by independent judges (other district art teachers and local volunteer artists).

Plans at least one 30 minute (or longer) art lesson/activity at three family nights by the end of the school year

AND

_% of tested students (enrolled at the campus at the October PEIMs snapshot) show _% growth (or more) between first and second art local benchmark during the school year.

* First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15.

Performance Targets:

1. Students show, on average, _% (or more) improvement between first and second local benchmark (student reads and writes musical notation, describes and analyzes musical sound, and demonstrates musical artistry for music and student is proficient in creative expression) during the school year.
2. _% of 6th grade music students (enrolled at the campus at the October PEIMS snapshot) pass their annual music portfolio review.
3. Leads, coordinates, and plans at a minimum, three weeklong celebrations. In order to earn award, celebrations must be: galleries, assemblies, festivals, performances at the campus or feeder campuses, student portfolio presentations, and/or other campus committee approved activities.

*The celebrations must begin no later than November 15, 2008, and be completed no later than May 15, 2009, and a minimum of five parent volunteers must be secured for each weeklong celebration.

**First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15.

Plans at least one 30 minute (or longer) music lesson/activity at three family nights by the end of the school year

AND

_% of tested students (enrolled at the campus during the October PEIMS snapshot) showed _% growth (or more) between first and second music local benchmark during the school year.

*First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15.

At the end of the year, an average of __% or more of students participating in their respective sports will have retained academic eligibility throughout the school year.

All athletes participating in the coach’s respective sport will maintain a Grade Point Average of _._ (or above).

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

***All performance measures based on student achievement can be disaggregated based on student subpopulations

Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for each student labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

OR

Classroom teacher increases their overall student passing rate on the TAKS spring administration by 1-_% compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.

Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for each student labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

OR

Classroom teacher increases their overall student passing rate on the TAKS spring administration by _-_% compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.

Based on the Beginning-of-Year benchmark, _% (or more) of the knowledge and skills for each student labeled as “not proficient” will be measured as “proficient” on the spring administration of the TAKS. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

OR

Classroom teacher increases their overall student passing rate on the TAKS spring administration by _% (or more) compared to the previous year spring TAKS administration. If the classroom teacher had a student passing rate at or above 90%, then the passing rate needs to either only meet or exceed 90%.

*All Beginning-of-Year Benchmarks must be administered before September 15

Each content specific teacher (i.e., 9th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a content area is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

OR

Content area teachers increase their overall student passing rate on the TAKS spring administration by 1-_% compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.

Each content specific teacher (i.e., 9th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a grade level is equal to exceeds expected growth on the spring administered TAKS exam. Expected growth means value-added score of 4.

OR

Content area teachers increase their overall student passing rate on the TAKS spring administration by _-_% compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.

Each content specific teacher (i.e., 9th Grade ELA) can earn an award if the average value-added (achievement growth) of all tested students in a grade level greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

OR

Content area teachers increase their overall student passing rate on the TAKS spring administration by _% (or more) compared to the previous year spring TAKS administration. If the content area had a student passing rate at or above 90%, then the passing rate must continue to meet or exceed 90%.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase 1-_% compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 77-80% of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase _-_% compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 81-85% of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

The total percentage of all tested students demonstrating proficiency on each TAKS objective will increase _% (or more) compared to previous year’s spring TAKS administration (ex. If last year’s class had 76% of students demonstrating proficiency on Objective 1: Nature of Science, then 86% (or more) of students will demonstrate proficiency during current school year). If the number of students demonstrating proficiency on a specific objective is at or above 90% the previous year, the grade level will maintain a proficiency level above 90%. Proficiency is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

AND

The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by 1-_% compared to the previous year’s TAKs administration.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.

AND

The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by _-_% compared to the previous year’s TAKs administration.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

AND

The percentage of all tested students achieving commended status on the spring administered TAKS exam will increase by _% (or more) compared to the previous year’s TAKs administration.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all special education tested students in a teacher’s individual classroom is equal to expected growth on the spring administered TAKS exam. Expected growth means value-added score of 3.

AND

All special education students, on average, reach _-_% of the goals listed in their Individualized education plans.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to exceeds expected growth on the spring administered TAKS exam. Exceeds expected growth means value-added score of 4.

AND

All special education students, on average, reach _-_% of the goals listed in their Individualized education plans.

Each TAKS tested classroom teacher can earn an award if the average value-added (achievement growth) of all tested students in a teacher’s individual classroom is equal to greatly exceeds expected growth on the spring administered TAKS exam. Greatly exceeds expected growth means value-added score of 5.

AND

All special education students, on average, reach _% (or more) of the goals listed in their Individualized education plans.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

Increase the mean class score on AP Calculus exam by 0.3 compared to previous year’s administration up to 3.5, at which point cohorts will maintain at minimum a 3.5 average test score.

Teachers will be rewarded stipends based upon the following scores:

1. $__/student who achieves a score of 3
2. $__/student who achieves a score of 4
3. $__/student who achieves a score of 5

Teachers will be rewarded stipends based upon the following calculations:

1. Percentage of students receiving a score of 5 X $______
2. Percentage of students receiving a score of 4 X $______
3. ercentage of students receiving a score of 3 X $______

_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

_% (or more) of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

*Students must have been enrolled on or before October PEIMS snapshot date to be included in evaluation.

_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

OR

_-_% of all tested LEP students meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading).

_-_% of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

OR

_-_% of all tested LEP students meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading.

_% (or more) of all tested LEP students will gain, on average, one proficiency level on each TELPAS proficiency rating domain (listening, reading, speaking, and writing) and demonstrate an increase of one level on the TELPAS Composite Score.

OR

_% (or more) of all tested LEP students meet proficiency on spring administration of TAKS Reading (Last year, 70% of all tested LEP students met proficiency on TAKS reading.

*Students must have been enrolled on or before October PEIMS snapshot date to be included in evaluation.

_% of classroom students will meet expected growth between Beginning-of-Year and End-of-Year benchmarks. Expected growth is determined after BOY benchmark is given and analyzed by the teacher and a plan for meeting goals is developed and approved in coordination with the principal.

*All BOY Benchmarks must be administered by September 15 and plan for meeting goals approved by principal by September 30. EOY Benchmarks must be administered after May 15.

Based on the Beginning-of-Year benchmark, _-_% of the knowledge and skills for the class labeled as not proficient will be measured as proficient on the End-of-Year Benchmark. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

Based on the Beginning-of-Year benchmark, _% (or more) of the knowledge and skills for the class labeled as not proficient will be measured as proficient on the End-of-Year Benchmark. Proficient is measured as a minimum of 80% correct on each tested objective (e.g., Objective 1: Nature of Science).

*All BOY Benchmarks must be administered by September 15 and EOY Benchmarks administered after May 15.

Teachers will earn an award if _-_% of all tested ELL students in their grade level score at or above proficiency on the spring administered Reading/Language Arts section of ITBS/Logramos. Proficiency is defined as having a Grade Level Equivalent at or above current grade level.

Teachers will earn an award if _% (or more) of all tested ELL students in their grade level score at or above proficiency on the spring administered Reading/Language Arts section of ITBS/Logramos. Proficiency is defined as having a Grade Level Equivalent at or above current grade level.

Each grade level cohort will demonstrate, on average, an improvement of normal curve equivalent points (NCEs) on the annually administered Stanford-10/Aprenda reading and math subtests until the cohort achieves an average of _ NCEs, at which point the cohorts will either maintain or continue improving their level of performance.

All 9th grade teachers qualify for the award if the median grade level equivalency of all 10th grade students tested in September 2009 is at least one year higher than median grade level equivalency of all 9th grade students tested in September 2008.

*Only students enrolled during both the October 2008 and October 2009 PEIMS snapshot will be used to calculate grade level equivalency and subsequent distribution of award.

** English/Language Arts teachers will be evaluated on the Total Reading, Spelling, and Language scores, Math teachers will be evaluated on the Total Mathematics score, Science teachers will be evaluated on the Science score, and Social Studies will be evaluated on the Social Science score.

Physical Education / Fitnessgram

_% (or more) of all students tested show an increase in the number of push-ups and sit-ups completed during the allotted time and a decrease in the time required to complete a specified number of laps from the fall administration to the spring administration.

*Fall administration must take place before October 1 and spring administration must take place after before May 15.

Students will select one project from their personal portfolio. __% of students will pass (with a grade of 70 or higher) as rated on a scoring rubric approved by the principal and rated by independent judges (other district art teachers and local volunteer artists).

Students will be required to submit a portfolio with at least __different objects. __% of students will pass (with a grade of 70 or higher) as rated on a scoring rubric approved by the principal and rated by independent judges (other district art teachers and local volunteer artists).

Plans at least one 30 minute (or longer) art lesson/activity at three family nights by the end of the school year

AND

_% of tested students (enrolled at the campus at the October PEIMs snapshot) show _% growth (or more) between first and second art local benchmark during the school year.

* First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15.

Performance Targets:

1. Students show, on average, _% (or more) improvement between first and second local benchmark (student reads and writes musical notation, describes and analyzes musical sound, and demonstrates musical artistry for music and student is proficient in creative expression) during the school year.
2. _% of 6th grade music students (enrolled at the campus at the October PEIMS snapshot) pass their annual music portfolio review.
3. Leads, coordinates, and plans at a minimum, three weeklong celebrations. In order to earn award, celebrations must be: galleries, assemblies, festivals, performances at the campus or feeder campuses, student portfolio presentations, and/or other campus committee approved activities.

*The celebrations must begin no later than November 15, 2008, and be completed no later than May 15, 2009, and a minimum of five parent volunteers must be secured for each weeklong celebration.

**First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15.

Plans at least one 30 minute (or longer) music lesson/activity at three family nights by the end of the school year

AND

_% of tested students (enrolled at the campus during the October PEIMS snapshot) showed _% growth (or more) between first and second music local benchmark during the school year.

*First local benchmark must be administered no later than September 15 and second local benchmark must be administered no later than December 15.

At the end of the year, an average of __% or more of students participating in their respective sports will have retained academic eligibility throughout the school year.

Level I: Meet two performance targets Level II: Meet three performance targets Level III: Meet four (or more) performance targets subtly

1. Campus receives an “_” state accountability rating from TEA;
2. Campus receives a school effectiveness index (measure of students’ academic growth on state and district mandated criterion) above average compared to other schools in the district;
3. Student daily attendance equals or surpasses ___% throughout the school year;
4. Campus “met TAKS commended level” for the percentages of student groups that either: 1) met the annual commended performance targets(s) (set by the state in the state accountability manual), or 2) had at least __% of all tested students with TAKS scale scores of at least ____ points.
5. __% (or more) of students, based on October PEIMS snapshot, determined to be at-risk do not drop out, based on the student currently attending school at the end of the school year (May 20).
6. Retain __% (or more) of classroom teachers employed for the 2008-2009 school year for the 2009-2010 school year.

1. Campus receives a “Recognized” state accountability rating from TEA;
2. Campus demonstrates, on average, an improvement of normal curve equivalent points (NCEs) on the annually administered Stanford-10 reading and math subtests. Campuses that previously achieved an average of __ NCEs will either perform at or above the __ NCEs score;
3. Hold monthly school-community meetings with one or more of the following groups: parents, teachers, and community members. Meetings include discussion and participation on the “state” of the school, and plans to implement two or more follow-up activities during the school year;
4. Campus “met TAKS standard” for percentage of student groups that either: 1) met annual performance targets (set by the district prior to October 1, 2008), or 2) had at least __% of students “met standard”;
5. Achieve teacher attendance rate of ___% (or above); and
6. Conduct at least two __ minute meetings with both grade level and content level strands to assess instructional practices and progress towards student achievement goals.

*Follow-up activities must be completed no later than April 30.

The average school wide value-added (achievement growth) of all tested students in the school is equal to expected growth on the spring administered Reading, Math, Science, and Social Studies TAKS exams. Expected growth means value-added score of 3.

The average school wide value-added (achievement growth) of all tested students in the school is equal to exceeds expected growth on the spring administered Reading, Math, Science, and Social Studies TAKS exams. Exceeds expected growth means value-added score of 4.

The average school wide value-added (achievement growth) of all tested students in the school is equal to greatly exceeds expected growth on the spring administered Reading, Math, Science, and Social Studies TAKS exams. Greatly exceeds expected growth means value-added score of 5.

* Expected growth will be defined in specific increments or percentage points by district and value-added vendor. The specific measures for value-added growth will vary from one value-added vendor to another. Districts should note that the value-added scores of 3, 4, and 5 presented herein are based on using SAS as the value-added vendor.

** Growth is based on expected achievement of comparable matched students to be decided by value-added vendor.

***All performance measures based on student achievement can be disaggregated based on student subpopulations.

Achievement growth of all tested students in each subcategory in the school is __-__% of Campus Required Growth Target on the spring administered Reading, Math, Science, and Social Studies TAKS exams.

Achievement growth of all tested students in each subcategory in the school is __-__% of Campus Required Growth Target on the spring administered Reading, Math, Science, and Social Studies TAKS exams.

Achievement growth of all tested students in each subcategory in the school is __-__% of Campus Required Growth Target on the spring administered Reading, Math, Science, and Social Studies TAKS exams.

*Student subcategories include White, African-American, Asian, Hispanic, Economically Disadvantaged, Special Education, and LEP.

** Campus Required Growth Targets were developed in response to the District Goals and objectives developed by the Superintendent and approved by the School Board.

All tested students will demonstrate, on average, an improvement of normal curve equivalent points (NCEs) on the annually administered Stanford-10/Aprenda reading and math subtests until the cohorts achieve an average of __ NCEs, at which point the cohorts will either maintain or continue improving their level of performance.

A stipend will be paid to teachers hired in areas designated as high need. Currently, high need areas within our district include:

• High School Math
• High School Science
• Special Education (All Grades)

A stipend will be paid to individuals who were classified as classroom teachers for the 2008-2009 school year and continue to be employed by the district as a classroom teacher for the 2009-2010 school year.

A stipend will be paid to individuals who were classified as classroom teachers for the 2008-2009 school year and continue to be employed by the district as a classroom teacher for the 2009-2010 school year. Awards will be differentiated as follows:

Teachers who remain as classroom teachers at the same campus for the 2009-2010 school year.

Teachers who remain as classroom teachers in the school district for the 2009-2010 school year.

Master teachers will be given a stipend based on a portfolio, graded by the principal on a rubric developed by district curriculum specialists, that contains:

• A completed vertically-aligned curriculum designed to improve student performance at their respective school differentiated among classroom teachers and the needs of their students;
• A set of rigorous diagnostic, formative, and summative assessments that measure and assess student growth/progress towards completion of the vertically-aligned curriculum; and
• Documented methods/strategies for improving student performance.

*Rubric must be designed and presented to master teachers no later than September 15

*Portfolio must be submitted to principal by May 15 and evaluated by May 31.

Mentor teachers will be paired with a novice instructor and provided a stipend based on completing a series of steps. These steps include:

• Conduct a minimum of one 30 minute classroom observation once a month during the teacher’s off period and complete a follow up evaluation and post-instructional conference;
• Allow mentee teacher to observe one 30 minute classroom lesson a minimum of once a month during the mentee’s off period and complete a follow up evaluation and post-instructional conference;
• Conduct one team teaching lesson once every nine weeks in mentee’s classroom and complete a follow up evaluation and post-instructional conference; and
• Conduct achievement data conferences once every six weeks. Conferences will involve in depth analysis of mentee’s instructional data (grade book, assessment scores, etc.) to gauge student achievement and produce an action plan for continued improvement.

Reward will be based on a portfolio, evaluated monthly by a campus administrator on a rubric developed by district curriculum specialists, that contains:

• Satisfactory mentee evaluations, completed by the mentor teacher, of 30 minute classroom observations conducted once a month;
• Satisfactory mentor evaluations, completed by the mentee teacher, of 30 minute classroom observations conducted once a month;
• Satisfactory mentee and mentor evaluations of team teaching lesson; and
• Achievement data (grade book, benchmark exams, etc.) from mentee teacher accompanied by completed action plan forms, outlining data’s instructional implications and subsequent actions taken by mentee teacher.

*Portfolio must be submitted to principal by May 15 and evaluated by May 31.

Teachers will be required to attend an additional 6 hours of professional development outside of regularly scheduled school professional development hours.

Professional development must occur between October 1, 2009- May 30, 2010.

Before the school year, teachers will partner with another teacher in the same grade. Partnerships will be formed between:

• Math and Science teachers; and
• Social Studies and English teachers

Each teacher will be required, once every two weeks, to co-teach a lesson with the other teacher during their off period. Reward will be given based on a portfolio, graded on a rubric developed by the campus staff and approved by the principal, that contains:

• A robust lesson plan, developed together, for each lesson co-taught;
• Instructional evaluations, developed by master teachers at the campus and approved by the principal, of each lesson after delivered; and

A comprehensive evaluation of two filmed lessons, one per semester. Comprehensive evaluations are conducted by first having each teacher complete a post instruction evaluation of the lesson similar to all other lessons. Second, the principal will conduct a post-instructional conference where they will view the lesson together and discuss all instructional components included in the evaluation. Third, the teacher will then complete a post-viewing evaluation based upon the conference with the principal.

Must occur between October 1, 2009- May 30, 2010.

Teachers are required to attend 12 hours of professional development outside of regularly scheduled school professional development opportunities. Teachers will be required to present acquired information to other staff members at either regularly scheduled staff meetings or optional meetings conducted by the teacher outside of normal school hours. The presentation must include the following components:

• Complete summary of lessons learned;
• Specific examples of how the professional development would enhance student achievement at the campus; and
• Distribution of all relevant materials to staff.

Must occur between October 1, 2009- May 30, 2010.

All staff members within the custodian’s assigned duty area will complete an online survey every six weeks. Survey questions will target specific skills on the custodial annual performance appraisal instrument. Survey results will be forwarded to the principal to provide data for determining appraisal ratings. Custodian will qualify for the award if s/he receives a rating of “Exceeds Expectations” on 4 of the 5 target appraisal instruments.

Receive an “above satisfactory” end-of-year evaluation and complete 90% (or more) of all repair/maintenance ticket items (e.g. pencil sharpener repair, light bulb replacement, hanging out-of-reach classroom related items, etc.) weekly, for at least 24 weeks during the school year.

* All ticket item requests must be turned in weekly to school administrator for documentation purposes.

Must occur between October 1, 2009- May 30, 2010.

Annual performance evaluation above satisfactory and an attendance rate above or equal to 95%.

Conduct 20 one hour tutor sessions with ten students chosen by campus staff who are academically behind their peers. Reward will be given based on a portfolio, graded on a rubric developed by the librarian and approved by the principal, that contains:

1. Comprehensive lesson plans, approved by the campus administrator, for each tutoring session;
2. Post tutoring session self evaluations; and
3. Copies of student work from each tutoring session demonstrating student achievement.

*Tutoring must begin no sooner than September 15 and end no later than May 15.

Conduct Family Literacy Night sessions, on average, once every two weeks with at least 10 students and their parent/s. Each session must be at least one hour long. Parents must complete evaluations and, on average, be scored at a minimum of “above satisfactory” in order to qualify for the award.

Lead, prepare, and coordinate bi-weekly after-school book club meetings with 12 (or more) struggling readers (identified by the ELA teacher) for no less than two six week periods.

AND

Provide project based after-school tutoring during two (or more) critical events/projects/competition periods throughout the school year (e.g., science fair, history day, forensics week, fine arts celebration, debate meets, math Olympiad, spelling bees, etc.).

*Book club meetings must start no later than September 30 and conclude no later than May 15.

Receives a meets expectation or above on 2008-2009 campus evaluation.

Receive an “above satisfactory” end-of-year evaluation and earn an __% or higher cafeteria cleanliness passing rate on bi-monthly kitchen health and safety inspections/evaluations for no less than 24 weeks during the school year and have an attendance rate above __%.

All staff members will complete an online survey every six weeks. Survey questions will target cafeteria member’s contribution towards team effectiveness and child nutrition. Survey results will be forwarded to the principal to provide data for determining appraisal ratings. Cafeteria personnel will qualify for the award if s/he receives a rating of “Exceeds Expectations” on three of the four target appraisal instruments.

Coordinate a minimum of two sessions per semester with selected students on topics such as study skills, time management, high school course selection, college readiness, and/or bullying. These sessions must be an hour in length and have a minimum of ten students designated by campus staff as in need of intervention. Reward will be given based on a portfolio, graded on a rubric developed by the counselor and approved by the principal, that contains:

• Description of each session with corresponding handouts;
• Complete evaluations, created by counselor and approved by principal, from students attending the session; and

Self evaluations of program successes and shortfalls.

1. Reduce, by __% or more, the number of total students dropping courses each semester (as compared to the previous year’s “semester snapshot”).
2. Increase the percentage of students taking grade-level coursework by __% (or more) from the previous school year.
3. Increase the percentage of students applying to community colleges and/or 4-year colleges and universities by __% (or more) from the previous year.
4. Increase the percentage of students filing the FAFSA on time by__% (or more) compared to the previous academic year.
5. Decrease the number of truant students for 3 of 4 quarters (as compared to the previous year’s “semester snapshot”).
6. Hold quarterly meetings with identified students (no less than 20) on graduation plans (parents must attend at least one meeting).
7. Increase the number of mathematics and reading/language arts college credit hours earned among graduating students by __% (or more) compared to the previous three-year average.
8. Increase, by __% (or more), the number of students accessing dual credit classes.
9. Increase, by__% (or more), the percentage of students taking the SAT and/or ACT assessment as measured by the previous academic year.

Must occur between October 1, 2009- May 30, 2010.

Provides bi-weekly tutoring (lasting no less than 40 minutes) to no less than two at-risk students (identified by the lead teacher) to improve skills and academic achievement for at least six consecutive weeks.

Provides bi-weekly tutoring (lasting no less than 40 minutes) to no less than two at-risk students (identified by the lead teacher) to improve skills and academic achievement for at least twelve consecutive weeks.

*Tutoring must start no later than October 1 and conclude no later than April 30.

Partners with teacher to work with a group of four or fewer students in need of additional support (i.e. academic intervention, behavioral problems, etc.) within normal classroom setting. Aides will work with group of students during normal instructional periods for a minimum of one hour a week for at least sixteen weeks throughout the school year.

*In class assistance must start no later than October 1 and conclude no later than May 31.

Level 1: $3,000

Level 2: $2,000

Level 3: $1,000