Budget and Salary/Compensation Transparency Reporting
Section 18 (2) of the Public Act 94 of 1979, The State School Aid Act, has been amended, which requires each school district and intermediate school district to post certain information on its website within 30 days after a board adopts it annual operating budget or any subsequent revision to that budget. The Annual Budget & Transparency Reporting is an opportunity to communicate with our community on how we utilize the resources that are provided to us.
- Board Approved Budget
- Personel Expenditures
- Current Operating Expenditures
- Current Bargaining Agreements
- Employer Sponsored Health Care Programs
- Audited Financial Statements
- Medical Benefit Plans
- Procurement Policy
- Expense Reimbursement Policy
- Accounts Payable Check Register/Employee Reimbursements
- Employee Compensation Information
- District Paid Association Fees
- District Paid Lobbying Costs
- Approved Deficit Elimination Plan
- District Credit Card Information
- District Paid Out of State Travel Information
- MI School Data Website
- ESSER III
- 23g MI Kids Back on Track Grant
- Educator Evaluation Postings and Assurances
Board Approved Budget
Personel Expenditures
Current Operating Expenditures
Current Bargaining Agreements
Applied Services Bargaining Agreement - 2021-24
Haslett Educational Association Bargaining Agreement - 2020-23
Haslett Educational Association Salary Schedule - 2023-26
Haslett Education Association Specialist Salary Schedule - 2023-26
Paraprofessional Association Bargaining Agreement - 2021-24
Employer Sponsored Health Care Programs
Audited Financial Statements
Medical Benefit Plans
Procurement Policy
6320 - PURCHASING
Procurement of all supplies, materials, equipment, and services paid for from District funds shall be made in accordance with all applicable Federal and State statutes, Board policies, and administrative procedures. Standards of conduct covering conflicts of interest and governing the actions of its employees engaged in the selection, award, and administration of contracts are established in Policy 1130, Policy 3110, and Policy 4110 – Conflict of Interest.
All procurement transactions shall be conducted in a manner that encourages full and open competition and in accordance with good administrative practice and sound business judgement.
Each year the State of Michigan informs the School of the legal amount for purchases which require a formal bidding process of a single item.
It is the policy of the Board that the Superintendent adhere to the following:
- Seek informal price quotations on purchases that are under one-hundred percent (100%) of the amount allowed by State statute for a single item, except in cases of emergency or when the materials purchased are of such a nature that price negotiations would not result in a savings to the School.
- When the purchase of, and contract for, single items of supplies, materials, or equipment is in excess of one-hundred percent (100%) but less than the amount allowed by State statute the Superintendent shall whenever possible, require three (3) competitive price quotations.
Purchases in a single transaction that are in excess of the dollar amount permitted by State statute shall require competitive bids and, whenever possible, have at least three (3) such bids for substantiation of purchase and shall require approval of the Board prior to purchase.
Competitive Bids
Competitive bids are not required for items purchased through the cooperative bulk purchasing program operated by the Michigan Department of Management and Budget pursuant to M.C.L. 18.1263 or any other cooperative bid.
Bids shall be sealed and shall be opened by the Director of Finance in the presence of at least one (1) witness. All orders or contracts should be awarded to the lowest responsible bidder; however, consideration can be given to:
- the quality of the item(s) to be supplied;
- its conformity with specifications;
- suitability to the requirements of the school;
- delivery terms;
- past performance of the vendor.
For purposes of this preference a Michigan-based business means a business that would qualify for a Michigan preference for procurement contracts under M.C.L. 18.1268, which requires that the businesses certify that since inception or during the last twelve (12) months it has done one of the following:
- have filed a Michigan business tax return showing an allocatio of income tax base to Michigan
- have filed a Michigan income tax return showing income generated in or attributed to Michigan
- withheld Michigan income tax from compensation paid to the bidder's owners and remitted the tax to the Michigan Department of Treasury
This preference shall not apply to any procurement or project using Federal funds, nor shall it be used if it would violate any Federal law or requirements.
The Board reserves the right to reject any and all bids.
Contracts may be awarded by the Director of Finance without Board approval for any single item or group of identical items costing less than the State approved minimum bid requirement. All other contracts require Board approval prior to purchase.
Bid Protest
A bidder who wishes to file a bid protest must file such notice and follow procedures prescribed by the Request For Proposals (RFP) or the individual bid specifications package, for resolution. Bid protests must be filed in writing with the Office of the Superintendent within seventy-two (72) hours of the opening of the bids in protest.
Within five (5) days of receipt of a protest, the Superintendent shall review the protest as submitted and render a decision regarding the merits of the protest and any impact on the acceptance and rejection of bids submitted. Notice of the filing of a bid protest shall be communicated to the Board and shall be so noted in any subsequent recommendation for the acceptance of bids and awarding of contracts.
Failure to file a notice of intent to protest, or failure to file a formal written protest within the time prescribed, shall constitute a waiver of proceedings.
General Provisions
The Superintendent is authorized to purchase all items within budget allocations.
The Superintendent is authorized to make emergency purchases, without prior approval, of those goods and/or services needed to keep the school in operation. Such purchases shall be brought to the Board’s attention at the next regular meeting.
In order to promote efficiency and economy in the operation of the school, the Board requires that the Superintendent periodically estimate requirements for standard items or classes of items and make quantity purchases on a bid basis to procure the lowest cost consistent with good quality.
Whenever storage facilities or other conditions make it impractical to receive total delivery at any one time, the total quantity to be shipped but with staggered delivery dates, shall be made a part of the bid specifications.
Before placing a purchase order, the Superintendent shall check as to whether the proposed purchase is subject to bid, whether sufficient funds exist in the budget, and whether the material might be available elsewhere in the school. All purchase orders shall be numbered consecutively.
The Board may acquire office equipment as defined in law by lease, by installment payments, by entering into lease-purchase agreements, or by lease with an option to purchase, provided the contract sets forth the terms of such a purchase.
Procurement – Federal Grants
The Superintendent shall maintain a procurement and contract administration system in accordance with the USDOE requirements (34 CFR 80.36) for the administration and management of Federal grants and federally-funded programs. The District shall maintain a compliance system that requires contractors to perform in accordance with the terms, conditions, and specifications of their contracts or purchase orders. Except as otherwise noted, procurement transactions shall conform to the provisions of this policy and administrative guidelines (AG 6320).
M.C.L. 380.1267, 380.1274-1274b
© Neola 2015
Expense Reimbursement Policy
3440 - JOB-RELATED EXPENSES
The Board of Education will provide for the payment of the actual and necessary expenses, including traveling expenses, of any professional staff member of the District incurred in the course of performing services for the District, whether within or outside the District, under the direction of the Board and in accordance with the Superintendent's administrative guidelines.
The validity of payments for job-related expenses shall be determined by the Superintendent.
The Board shall pay the expenses of professional staff members when they attend professional meetings approved in accordance with the policy of this Board and in accordance with the administrative guidelines of the Superintendent.
© Neola 2009
4440 - JOB-RELATED EXPENSES
The Board of Education may provide for the payment of the actual and necessary expenses, including traveling expenses, of any support staff member of the District incurred in the course of performing services for the District, whether within or outside the District, under the direction of the Board and in accordance with the Superintendent's administrative guidelines.
The Superintendent shall prepare administrative guidelines to implement this policy.
Accounts Payable Check Register/Employee Reimbursements
Employee Compensation Information
District Paid Association Fees
District Paid Lobbying Costs
Approved Deficit Elimination Plan
District Credit Card Information
District Paid Out of State Travel Information
MI School Data Website
ESSER III
Return to Learn and Continuity of Services Plan - January 2024
ESSER III LEA Plan of Use Narrative
American Rescue Plan 2021 - Haslett Public Schools - 33060
1. Please describe the extent to which and how the funds will be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidance on reopening schools, in order to continuously and safely open and operate schools for in-person learning:
Haslett Public Schools is determined to keep students in school. We opened full time in the fall of 2021 and were prepared to keep students in school. We are following safe school protocols from the CDC and Ingham County Health Department. The mask mandate is honored with fidelity, we contact trace for positive cases, serial test students to keep them in school and have held vaccination clinics. The district has the proper PPE and we have hired extra workers to clean. Funds would be used to hire extra staff for cleaning and to purchase additional cleaning materials and PPE.
2. Please describe how the LEA will use the funds it reserves under section 2001(e)(1) of the ARP Act (see below) to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year:
Early research suggests that remote learning had harmful effects on students both because of missed opportunities for students to successfully engage with the curriculum presented and the effect the Pandemic had on student s social and emotional well-being. These factors contributed to lower student achievement scores in both reading and math nationwide.
3. Please describe how the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act:
We will be purchasing additional curriculum for math and reading in an effort to address learning loss.
The district is putting much time and effort in making sure our schools are safe, clean and COVID free as much as possible. We have provided staff with professional development on best practice mitigation strategies, keeping buildings clean and disinfected and we wear masks in all buildings. Buildings do contract tracing and serial testing to stay in school.
4. Please describe how the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act (see below) to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
We use evidenced based programs to help close learning gaps. Some of the programs we use are Read Naturally Live, PALS, Heggerty, and Phonics for Reading. We monitor and evaluate these programs through progress monitoring, Acadience, AIMSweb, NWEA and core curriculum assessments. K-5 data meetings are held 5-6 times/year, and at least 4 times a year at the middle and high school level. In addition, we do CST Mt. as needed for students who are not making progress.
The District is providing Social-Emotional Learning professional development for all staff this year. We are using CASEL as a framework.
Each school will have an SEL Team embedded in their Child Study Team that will serve to help students that are at-risk in this area. The team will meet with the overlying goal of helping to establish a positive school climate, helping faculty establish a sense of community with the students and families we serve, monitor student SEL screeners, and help to provide interventions to TIER II and TIER III students.
The district will use funds to increase our psychological and social worker staff to address the increased needs of students and staff.
Section 11t Evalization - LEA Plan for Use of Funds
Haslett Public Schools - 33060
Please describe the extent to which and how the funds will be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidance on reopening schools, in order to continuously and safely open and operate schools for in-person learning:
Haslett Public Schools is determined to keep students in school. We opened full time in the fall of 2021 and were prepared to keep students in school. We are following safe school protocols from the CDC and Ingham County Health Department. The mask mandate is honored with fidelity, we contact trace for positive cases, serial test students to keep them in school and have held vaccination clinics. The district has the proper PPE and we have hired extra workers to clean. Funds would be used to hire extra staff for cleaning and to purchase additional cleaning materials and PPE. District would employ a nurse and contract a nurse to provide prevention and mitigation services for the students.
Please describe how the LEA will use the funds it reserves under section 2001(e)(1) of the ARP Act (see below) to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year:
Early research suggests that remote learning had harmful effects on students both because of missed opportunities for students to successfully engage with the curriculum presented and the effect the Pandemic had on student’s social and emotional well-being. These factors contributed to lower student achievement scores in both reading and math nationwide.
We will offer Summer School programs and provide before and after school programs help with instruction sub groups that need them.
Please describe how the LEA will spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act.
School will have an SEL Team that will serve to help students that are at-risk in this area. The district will adopt a Mental Health Prevention Program that has universal support strategies that is inclusive for all students. Students will be taught what positive mental health looks and feels like, and how to seek help if they need it. We will use the Second Step and be.nice program.
The MTSS program begins the year by screening students in reading and mathematics or looking at other student achievement scores such as NWEA. Students who are at-risk will participate in an intervention class that will address deficient. We are hiring additional MTSS interventionists to address the needs of our students.
We will be purchasing additional curriculum for math and reading in an effort to address learning loss.
The district is putting much time and effort in making sure our schools are safe, clean and COVID free as much as possible. We have provided staff with professional development on best practice mitigation strategies, keeping buildings clean and disinfected and we wear masks in all buildings. Buildings do contract tracing and serial testing to stay in school.
Please describe how the LEA will ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act (see below) to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
We use evidenced based programs to help close learning gaps. Some of the programs we use are Read Naturally Live, PALS, Heggerty, and Phonics for Reading. We monitor and evaluate these programs through progress monitoring, Acadience, AIMSweb, NWEA and core curriculum assessments. K-5 data meetings are held 5-6 times/year, and at least 4 times a year at the middle and high school level. In addition, we do CST Mt. as needed for students who are not making progress.
The District is providing Social-Emotional Learning professional development for all staff this year. We are using CASEL as a framework.
Each school will have an SEL Team embedded in their Child Study Team that will serve to help students that are at-risk in this area. The team will meet with the overlying goal of helping to establish a positive school climate, helping faculty establish a sense of community with the students and families we serve, monitor student SEL screeners, and help to provide interventions to TIER II and TIER III students.
The district will use the funds to fire additional special education staff to address the needs of our special education population that have been negatively impacted.
The district will use funds to pay for our ELL programs to address any additional needs for our English language learners. We also provide online learning opportunites for students that still felt unsafe or uneasy about returning to in person instruction.
23g MI Kids Back on Track Grant
23g Parent Contact Information
To request assistance for services outlined in the 23g MICIP Plan posted below, please contact:
23g MICIP Plan
Strategies:
(1/4) 23g Intensive, Individualized Support
Owner: Diane Lindbert
Start Date 10/29/2023
Due Date: 10/02/2024
Summary:
A trained adult advocate can help students who have fallen off track by providing individualized support to meet their academic, personal, and emotional needs. An advocate is a student's "go-to person" for the resources and support needed to graduate, and typically provides these supports for the entire time a student is enrolled in the school, or, at a minimum, for a full school year. Advocates can be school staff or not employed by the school district. Advocates can identify unmet needs and provide or coordinate more intense, individualized support to help students get back on track for graduation.
Buildings:
- Murphy Elementary School
- Vera Ralya Elementary School
- Wilkshire School
Total Budget: $40,000.00
- Other Federal Funds (Federal Funds)
- General Fund (Other)
- At Risk (31-A) (State Funds)
Communication:
Method
- School Board Meeting
- Email Campaign
Audience
- School Board
Student Implementation Plan Activities:
- At-risk students will receive intensive individualized support as needed for reading instruction.
- MTSS Model.
- The MTSS Program will monitor students' progress.
Activity Buildings:
- Wilkshire School
Strategies:
(2/4) Literacy Essentials
Owner: Diane Lindbert
Start Date 10/29/2023
Due Date: 10/02/2024
Summary:
All of us want children throughout Michigan to be successful. An important part of student success centers around proficiency in reading. That's why a group of education experts developed new approaches for teachers to use in the classroom.
Literacy Essentials are free documents designed for Michigan educators to improve childhood literacy development. The Literacy Essentials provide research-proven, effective approaches to markedly improve literacy skills among Michigan's youngest students.
Using the Literacy Essentials with every child, in every classroom, every day will help improve literacy among our youngest learners.
Buildings:
- Murphy Elementary School
- Vera Ralya Elementary School
- Wilkshire School
Total Budget: $5,000.00
- Other Federal Funds (Federal Funds)
- General Fund (Other)
- At Risk (31-A) (State Funds)
Communication:
Method
- School Board Meeting
Audience
- Parents
Student Implementation Plan Activities:
- All K-5 teachers will have training in Literacy Essentials.
Activity Buildings:
- All Buildings in Implementation Plan
Strategies:
(3/4) 23g Expanding Learning Time
Owner: Diane Lindbert
Start Date 10/29/2023
Due Date: 10/02/2024
Summary:
EdTrust defines expanded learning time (ELT) as programs or strategies implemented to increase the amount of instruction and learning students experience. ELT strategies include afterschool, summer, and in-school programs. The evidence suggests that extended learning time programs, including extended school day (ESD), extended school year (ESY), and expanded learning opportunities (ELO) programs that provide academic services during out-of-school time hours, can be effective in improving a range of educational outcomes for students. Findings also suggest that extended learning time programs may be more advantageous for low-income, low-performing, ethnic minorities, or otherwise disadvantaged students.
Buildings:
- Murphy Elementary School
- Vera Ralya Elementary School
- Wilkshire School
Total Budget: $300,000.00
- Other Federal Funds (Federal Funds)
- General Fund (Other)
- At Risk (31-A) (State Funds)
Communication:
Method
- School Board Meeting
Audience
- School Board
Student Implementation Plan Activities:
- All strategic and intensive students will receive group intensive reading instruction through the MTSS or Special Education programs on reading.
Activity Buildings:
- All Buildings in Implementation Plan
Stragegies:
(4/4) 23G Tutoring
Owner: Diane Lindbert
Start Date 10/29/2023
Due Date: 10/02/2024
Summary:
Tutoring, defined as supplemental one-on-one or small group instruction, can be a powerful tool for accelerated learning. Tutoring is an effective intervention because tutoring:
- customizes learning to target a student's immediate learning needs.
- provides additional instructional time by aligning the tutoring activities to current classroom activities.
- offers more engagement, rapid feedback, and less distractions in one-on-one and small group environments.
- creates meaningful mentor relationships.
Buildings:
- All Active Buildings
Total Budget: $65,000.00
- Other Federal Funds (Federal Funds)
- General Fund (Other)
- At Risk (31-A) (State Funds)
Communication:
Method
- School Board Meeting
Audience
- School Board
Strategy Implementation Plan Activities:
- At-risk students will receive small group instruction in their classroom.
- The MTSS Coach and paraprofessionals will work with at-risk students and will receive small group instruction through the MTSS program.
Activity Buildings:
- Murphy Elementary School
- Ralya Elementary School
- Wilkshire School
Strategy Implementation Plan Activities:
- After school tutoring and help with assignments will be provided to at-risk middle school and high school students.
Activity Buildings:
- Haslett High School
- Haslett Middle School
Educator Evaluation Postings and Assurances
Teacher Evaluations
The Framework for Teaching by Charlotte Danielson
Teacher Evaluation: Postings and Assurances
Per MCL 380.1249: Beginning with the 2016-2017 school year, a school district, intermediate school district, or public school academy shall post on its public website specific information about the evaluation tool(s) used for its performance evaluation system for teachers. See the complete language (including requirements) for MCL 380.1249. The contents of this documents are compliant with the law laid forth, specifically pertaining to The Framework for Teaching by Charlotte Danielson.
Research Base for the Evaluation Framework, Instrument, and Process [Section 1249(3)(a)]
First published by ASCD in 1996, Enhancing Professional Practice: A Framework for Teaching was an outgrowth of the research compiled by Educational Testing Services (ETS) for the development of Praxis III: classroom Performance Assessments, an observation-based evaluation of first-year teachers used for the purpose of licensing. The Framework extended this work by examining current research to capture the skills of teaching required not only by novice teachers but by experienced practitioners as well.
Each component of the Framework for Teaching has been validated by the Measures of Effective Teaching (MET) study. The Framework for Teaching has been found to have predictive validity. Further research around the FfT can be found on the The Danielson Group's website. See the Chicago and Cincinnati studies.
Identification and Qualifications of the Author(s) [Section 1249(3)(b)]
The Framework for Teaching was developed by Charlotte Danielson, a recognized expert in the area of teacher effectiveness. Her work focuses on the use of a framework, a clear description of practice, to promote professional conversations and learning. She advises State Education Departments and National Ministries and Departments of Education, both in the United States and overseas.
Charlotte Danielson graduated from Cornell with a degree in history, and earned her master's in philosophy, politics and economics at Oxford University. In 1978, she earned another mater's from Rutgers in educational administration and supervision. After college, she worked as a junior economist in think tanks and policy organizations. While working in Washington, D.C., she got to know some of the children living on her inner-city block - and that's what motivated her to choose teaching over economics. She obtained her teaching credentials and worked her way up the spectrum from teacher to curriculum director, then on to staff developer and program designer in several different locations, including ETS in Princeton. She has developed and trained extensively in the areas of teacher observation and assessments.
Evidence of Reliability, Validity, and Efficacy [Section 1249(3)(c)]
https://www.danielsongroup.org/research/
Evaluation Framework and Rubric [Section 1249(3)(d)]
https://www.danielsongroup.org/framework/
Description of Process for Conducting Classroom Observations, Collecting Evidence, Conducting Evaluation Conferences, Developing Performance Ratings, and Developing Performance Improvement Plans [Section 1249(3)(e)]
An evaluation process is determined by local guidelines and decisions. The Danielson Group trains observers to collect non-biased, quality evidence that is aligned to FfT components. Observers, working jointly with teachers, examine the evidence against critical attributes that distinguish levels of performance. This collaborative process supports the determination of a rating based on the preponderance of evidence. The Danielson Group promotes the use of evidence in collaborative pre- and post-observation conferences focused on growth.
The Danielson Group offers training in facilitating evidence-based conversations to support the development of reflective practice and professional development plans, encouraging focused action and peer-to-peer learning. Our practice is based on research that points to the importance of evaluator training.
Description of Plan for Providing Evaluators and Observers with Training [Section 1249(3)(f)]
The Danielson Group specializes in full-day, on-site training. We will also lead distance or remote consultation and follow-up webinars with large or small groups. All offerings can be customized to address gaps and needs. We also organize regional conferences and encourage school districts to pool resources and work together to arrange ongoing professional learning. We are available for keynote talks and large group overviews as well. Via email and phone, we remain available to Framework adopters.
To respond to scheduling and budget considerations, The Danielson Group offers a number of training sequences. Clients contract the DG; we assess needs and discuss possible plans; clients propose training dates; and then we draft an agreement for review. A member of our national team of experienced consultants will contact the client to enhance their understanding of district needs and to individualize the training design as appropriate.
Free resources can be found on the Danielson Group website.
Administrator Evaluations
Multidimensional Leadership Performance System
Administrator Evaluation: Postings and Assurances
State Approved Evaluation Tool
Per MCL 380.1249b: Beginning with the 2016-2017 school year, a school district, intermediate school district, or public school academy shall post on its public website specific information about the evaluation tool(s) used for its performance evaluation system for school administrators. See the complete language (including requirements) for MCL 380.1249b.
This evaluation tool has been approved by the district, as the result of a review process implemented with fidelity. The contents of this document are compliant with the law laid forth, specifically pertaining to The Multidimensional Leadership Performance System (Formally the Reeves Model).
Research Base for the Evaluation Framework, Instrument, and Process [Section 1249b(2)(a)]
Evidence of Reliability, Validity, and Efficacy [Section 1249b(2)(c)]
The research base, evidence of reliability, validity and Efficacy is found in The Reflective Leader: Implementing a Multidimensional Leadership Performance System in Appendix A: Multidimensional Leadership Performance Domains Cross-Referenced to Contemporary Leadership Research.
Identification and Qualifications of the Author(s) [Section 1249b(2)(b)]
- Dr. Raymond Smith - Served as Senior Professional Development Associate with the Leadership and Learning Center. Dr. Smith holds a doctorate in educational leadership and innovation from the University of Colorado in Denver, a master’s degree in educational administration, and a bachelor’s degree from the University of Northern Colorado at Greeley.
- Karen Brofft - Served as a Professional Development Associate with The Leadership and Learning Center and the Assistant Superintendent of Learning Services and Communications for Englewood Schools in Colorado. In addition to her Ed. S. in administrative leadership and policy studies, Karen holds a master’s degree in curriculum and instruction and a bachelor’s degree in communications.
- Nicole Law - Served as a Professional Development Associate with The Leadership and Learning Center. Nicole uses her experience to present on decision making for results, Data Teams, case studies for the 90/90/90 Schools Summit, and accelerating academic achievement of English learners. Nicole trains and supports administrators, teacher leaders, site coordinators and school improvement teams in the decision making for results and Data Teams processes.
- Dr. Julie Smith - Served as a Professional Development Associate with The Leadership and Learning Center. In addition to receiving her Ph. D. in leadership and innovation from the University of Colorado Denver Health Sciences Center, she holds a master’s degree from the University of Northern Colorado at Greeley, as well as a bachelor’s degree from the University of Arizona.
- Dr. Douglas Reeves is one of the most noted experts on education and school reform. As a researcher, reformer, educator, and the author of over 20 books, he has received some of the most noteworthy awards in his respective fields. Dr. Reeves founded The Leadership and Learning Center, an international organization dedicated to improving student achievement and educational equity. He is the author of the bestseller Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School, and District, now in its third edition.
Evaluation Framework and Rubric [Section 1249b(2)(d)]
Step 1: Orientation
Two-day (12 hour) district provided orientation and training from ICLE on the evaluation model that includes district expectations that are subject to the evaluation system. An annual orientation or refresher orientation should occur. All leaders and evaluators have access to the content and processes that are subject to the system. Each school leader is expected to engage in personal reflection on the connection between practice and the domains/sub-domains in the system.
Step 2: Pre-Evaluation Planning
After the orientation process, the leader and the evaluator prepare for a formal conference. The leader’s self-assessment moves to a more specific identification of improvement priorities. The leader will complete the MLP Reflection Guide, consider the results of the prior year evaluation process, and, if collected reflect on perception data. From this analysis the leader will prioritize three to five leverage areas (sub-domains) of focus. This will serve as the basis for creating the preliminary professional growth plan.
Step 3: Initial Meeting between Leader and Evaluator
The Evaluator will be responsible to hold a meeting with the Leader to discuss the results of the self-evaluation, rating levels, supporting documents, artifacts, focus areas, data, and preliminary professional growth plan and to determine the leader’s current level of performance.
Step 4: Monitoring, Data Collection and Application to Practice
During the span between the initial meeting, the mid-year evaluation and the year end evaluation meeting, the leader will collect the data agreed upon in step 3, as well as any additional data. The supervisor will engage the leader in reflective dialogue using the Coaching Protocol to support the leader.
Step 5: Midyear Evaluation
Leaders will meet individually with their evaluator to discuss the formative progress toward achieving annual goals. This meeting provides the leader an opportunity to share the connections, or not, of his/her targeted leadership actions, the deliberate practice identified within the professional growth plan, and most importantly the impact of these actions on student achievement.
Step 6: Prepare a Consolidated Performance Assessment
The leader will synthesize the information obtained in Steps 4 and 5. This summary of data and artifacts will be used to judge the overall performance of the leader. This will be provided one-month in advance of the final meeting to the leader’s evaluator at which the performance levels will be discussed.
Step 7: Year-End Meeting/Summative Assessment
The leader will meet with the evaluator at the end of the year to discuss the progress in completing the evaluation process. At this meeting the leader and the evaluator will discuss the degree of goal attainment, performance levels and recommendations for the professional growth plan. The Summative Assessment will be kept in the leader’s personnel file.
The Multidimensional Leadership Performance System Matrix, process for training and the Research Base Documentation is provided on the Educator Evaluation Page of the Michigan Department of Education website.
Description of Process for Conducting Classroom Observations, Collecting Evidence, Conducting Evaluation Conferences, Developing Performance Ratings, and Developing Performance Improvement Plans [Section 1249(2)(e)]
Leaders and Evaluators will be trained on the Matrix and utilize the Self-Reflection Guides provided at the training and included with all necessary forms to include:
- Self-Evaluation Forms
- MLP Questionnaire
- Professional Growth Plan
- MLP Domain Matrix
- Coaching Protocol
- Reflection Questions
- Mid-Year & Summative Evaluation Forms
- Scoring Guide
- Implementation Rubric
All Domain and Sub-Domain Guides, examples of evidence to support ratings are based on 4 categories in the Matrix: Highly Effective, Effective, Minimally Effective and Ineffective. Rate each sub-domain as HE, E, ME, or I. The evaluator locates the level by utilizing the Matrix and supporting evidence listed on Self-Evaluation Forms.
The rating rubrics provide criteria that distinguish among the proficiency levels on the sub-domain. The rating for each sub-domain is the lowest rating for which the descriptors are representative of the leader’s performance. The ratings on the domains aggregate to a rating on the Domains using Tables 1 through 4 on page 48-49 of The Reflective Leader. The ratings on the domains aggregate to an overall leadership performance rating using tables and formulas from the scoring guide.
The rubrics are designed to give leaders formative as well as summative assessments of where they stand in all leadership performance areas and detailed guidance on how to improve. Moreover, these will be the foundation of the leader and evaluator coaching and mentoring protocols. When you have a rating for each sub-domain, then you generate the Domain Rating.
The final step is the domain ratings are translated into a point scale in Table 5 on page 50 of The Reflective Leader. At the MLP Scoring stage the model shifts to a weighted point system. Points are assigned to weight ratings, direct weights are employed, and scored are converted to a numerical scale.
- A Domain Rating of Highly Effective is 3 points
- A Domain Rating of Effective is 2 points
- A Domain Rating of Minimally Effective is 1 point
- A Domain Rating of Ineffective is 0 points
Once all of the above are scored to receive the MLP System Score based on this scale:
- 240-300 Highly Effective
- 151-239 Effective
- 75-160 Minimally Effective
- 0-74 Ineffective
The Professional Growth Plan comprises the essential elements on the template to include:
- Problem of Practice Statement
- SMART Goals
- Theory of Action
- Strategy in Action
- Results Indicator
- Desired Benefit
- Timeline
- Sources of Data to Monitor
This plan also includes:
- Scheduling a frequent system of classroom observations.
- Work with staff to create a series of targets to use as a classroom observation guide.
- Create a common reading comprehension rubric.
- Provide staff professional development in the use of the rubric.
- Schedule distributed practice sessions in teacher use of the rubric to achieve a high level of inter-rater reliability.
- Provide staff professional development in focus areas
- Provide follow-up coaching and mentoring of teachers to support the implementation of the professional development.