Teacher Evaluation System - Polk County School District

2012‐2013: Use of Student Assessment Data
For the 2012‐2013 school year, all teachers will earn points for the Student Achievement EPC element
of the teacher evaluation system based on the following:
2011‐2012 and 2012‐2013 Student performance data derived from the students they taught from
either:
FCAT and other State Student Assessment processes as applicable to teaching assignment
OR
Teacher‐made Assessments Determined as a part of TARGET (IPDP) Planning processes
OR
District‐determined Student Assessment processes that have been phased in replacing related
Teacher‐made Assessments as applicable to teaching assignment
2013‐2014: Use of Student Assessment Data
For the 2013‐2014 school year, all teachers will earn points for the Student Achievement EPC element
of the teacher evaluation system based on the following: 2011‐2012 and 2012‐2013 Student
performance data derived from the students they taught from either:
FCAT and other State Student Assessment processes as applicable to teaching assignment
OR
Teacher‐made Assessments Determined as a part of TARGET (IPDP) Planning processes
OR
District‐determined Student Assessment processes that have been phased in replacing related
Teacher‐made Assessments as applicable to teaching assignment
In summary, up to three years of the most recent student growth data derived from the students the
teacher taught (as it becomes available) will be used in calculating the Student Achievement element
of the teacher’s Overall Annual Performance Evaluation. Full implementation will occur as student
performance growth data becomes available that is derived from all “matched” students the teacher is
teaching based on FCAT, other state assessment processes, and from district‐determined student
assessment processes that will replace teacher‐made assessments applied as a part of TARGET (IPDP)
Planning.
Also as noted earlier, it is the state’s plan that the district will apply the state student growth model to
the student achievement component of all teachers in the district as their students are assessed by
those state student growth model assessments. The district will analyze the state model for potential
application of state student growth model principles as they may relate to district‐determined
assessments for subjects not assessed by state assessment processes. The district will apply those
principles if they are deemed to be appropriate for use.
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