Cps-Reach-Handbook 2015-16 Final 1

Educator
Evaluation
Handbook
201516
CITY OF CHICAGO
Rahm Emanuel
Mayor
CITY BOARD OF EDUCATION
Frank Clark
President
Jesse H. Ruiz
Vice President
Members:
Gail D. Ward
Dominique Jordan Turner
Rev. Michael J. Garazini, S.J.
Mahalia Hines
Mark F. Furlong
CHICAGO PUBLIC SCHOOLS
Forrest Claypool
Chief Executive Officer
John Barker
Chief Accountability Officer
REACH Students Overview

Acknowledgments
We gratefully acknowledge the encouragement and expertise contributed by the following individuals
and departments in support of the creation of this Handbook: Demetra Bolos-Hartman, Amanda Smith,
Joe Moriarty, Annamae Heiman, LaShonda Hicks-Curry, Kapria Robinson, Marci Gitles, Demetrius
Bunch, Simone Moseley, Tamesha Carter, Daina Mileris, Sara Abu-Rumman, Sarah Migdal, Peter
Leonard, Lisa Perez, Tom Krieger, Mike Herring, John Barker, Alicia Reynaud, Lauren Clair-Mcclellan,
Ryan Crosby, Christina Pagan, the Talent Office, the Office of School Counseling and Postsecondary
Advising, the Office of Accountability, the Office of Professional Learning and the Office of Teaching and
Learning.
In addition we thank the teachers and administrators of Chicago Public Schools for the work they do
every day to advance our students toward success in college, career and life.
2015, Chicago Public Schools. All Rights Reserved.
Page 3
Educator Evaluation Handbook 201516
Educator Evaluation Handbook

Table of Contents

Journey to an Improved Evaluation System ............................................................ 7
Multiple Measures of REACH Students ................................................................. 10
Timeline 201415 .................................................................................................. 14
Professional Practice
CPS Framework for Teaching ................................................................................ 17
Levels of Performance........................................................................................... 22
Critical Attributes .................................................................................................. 23
Evaluation Plan ...................................................................................................... 25
Formal Observations ............................................................................................. 30
Informal Observations ........................................................................................... 35
Professional Responsibilities ................................................................................. 37
Reflect and Learn System ...................................................................................... 39
FAQs ...................................................................................................................... 40
Student Growth
Performance Tasks ................................................................................................ 44
Value-Added Measures ......................................................................................... 47
Roster Verification and Performance Task Verification ........................................ 49
FAQs ...................................................................................................................... 51
Evaluation Summary Report
Overview ............................................................................................................... 54
Clarifying Terminology .......................................................................................... 55
Summative REACH Students Rating ...................................................................... 56
FAQs ..................................................................................................................... . 57
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Educator Evaluation Handbook

Table of Contents
Counselor Practice
CPS Framework for School Counselors.................................................................. 62
FAQs ........................................................................................................................... 65
Additional Frameworks: Educational Support Specialists and Teacher-Librarians
Educational Support Specialists............................................................................. 68
Teacher-Librarians ..................................................................................................... 70
FAQs ........................................................................................................................... 71
Employment Considerations
Evaluation Plans ................................................................................................... 73
Probationary Appointed Teacher (PAT) Tenure Rules .......................................... 75
Professional Development Plan and Remediation Plan ...................................... 77
Teacher Quality Pool ............................................................................................ 80
Grievance and Appeals Process ............................................................................. 82
FAQs ........................................................................................................................... 84
Resources ............................................................................................................................... 87
Appendices .... 92
Page 5
REACH Students
Overview

Journey to an Improved Evaluation System
REACH Students (Recognizing Educators Advancing Chicago Students) is Chicago Public Schools system
of educator evaluation and support. Launched in 201213, REACH has been phased in incrementally.
The 201415 School Year marked the first time that nearly all educators, regardless of tenure status,
will be scheduled to receive a summative REACH Students Rating. By using a common language to
define high quality practice, REACH Students is designed to facilitate ongoing dialogue between
administrators and educators based on evidence to encourage growth and improvement.
Following the passage of PERA in 2010, CPS conducted focus groups where thousands of Chicago
educators shared their thoughts about how evaluation could be improved. A contractually created
Joint Committee comprised of CPS and CTU representatives meets biweekly to make ongoing policy
decisions and find ways to continuously improve REACH Students implementation.
Page 7

The Illinois Context: Performance Evaluation Reform Act

In 2010, the State of Illinois passed the Performance Evaluation Reform Act (PERA) into law, which
requires that all school districts implement evaluation systems inclusive of student growth for teachers
and principals. From 2011 to 2012, the Chicago Public Schools developed REACH Students after
extensive negotiations with the Chicago Teachers Union. REACH Students was built to provide better
feedback to educators to improve their practice and increase student learning including teachers,
librarians, counselors, educational support specialists and related service providers.
PERA mandated that all teacher evaluations be comprised of evidence of professional practice and
multiple forms of student growth data for most educators. However, in limited situations, professional
practice data is the sole measure. (Please see the table on page 12 for more information.) The CPS
Framework for Teaching and other professional Frameworks provide common definitions of effective
practice and roadmaps for continuous improvement. The Illinois State Board of Education (ISBE)
requires all evaluators to undergo training and certification before observing and rating any
professional practice.
Page 8

The Next Generation: Chicagos Children and Our Framework for Their Success
REACH Students fits within Pillar 4 of the Districts Framework for Success. This pillar includes
strategies and tactics that support Committed and Effective Teachers, Leaders and Staff. As part of
this work, CPS:
Recruits talented teachers, principals, and school staff.
Implements an evaluation system for all District employees that requires them to deliver results
not simply comply with requirementsand that supports their professional growth.
Provides ongoing professional development for educators in content areas, pedagogy and
leadership.
Page 9

Multiple Measures of REACH Students
Classroom Educators
For teachers and librarians, there are two components to the system: Professional Practice and
Student Growth.
Professional Practice is measured using a discipline-specific CPS Framework, one each for teachers
and teacher-librarians.
Student Growth is measured in two ways, in most cases:
REACH Students Performance Tasks
Value-Added using standardized assessment growth
Page 10

Non-Classroom Educators
Educators evaluated using the Frameworks below will receive a final rating based solely on Professional
Practice. Professional Practice is measured using the appropriate discipline-specific Framework.
School Counselors
School Social Work
Educational Support Specialists
Speech-Language Pathology
School Nursing
School Psychology
Page 11

In compliance with PERA, CPS made changes to the Professional Practice and Student Growth
weightings for the 201516 School Year. The table below places educators into categories aligned with
their multiple measures percentage weights.
Educators
Category A: Elementary Grade 38
educators who teach English, Reading,
Math, including teachers of diverse learners
Category B: Elementary PreKGrade 2
educators, including teachers of
diverse learners who teach only
students in PreKGrade 2
Category C: Elementary Grade 3 8
educators of non-tested subjects such as
Science, Social Science, Fine Arts, Physical
Education, including teachers of diverse
learners
Category D: High School educators
Category E: Counselors, Related Service
Providers (RSP), Educational Support
Specialists (ESS)
Professional
Student Growth
Practice
Performance ValueTasks
Added
70%
10%
20%
Individual
70%
30%
70%
20%
70%
30%
10%
Schoolwide
100%
Student Growth Notes

Value added scores are calculated based on student performance on NWEA MAP for elementary school
teachers.
Value Added Notes

Educators will receive individual VAM if:
He/she teaches grades 3-8.
He/she provides instruction in Reading or Math for ten students and the students have valid preand post-test scores (spring to spring).
He/she must have taught six or more months during the school year.
Page 12

Educators will receive schoolwide VAM if:
He/she does not have individual VAM and the majority of students for whom he/she provided
instruction are in grades 3-8.
Schoolwide VAM is calculated based on the performance of all students in the school who took a
pre- and post-reading test (spring to spring).
Students who take the IAA or who receive scores below 3.5 on ACCESS Literacy are excluded from all
VAM calculations.
Performance Task Notes

An educator will receive credit for his/her students growth on Performance Tasks for purposes of their
REACH evaluation if:
1. Students have BOY task scores in the CIM system or an approved Google Form.
2. Students have EOY task scores in a matching course and task in the CIM system or an approved
Google Form.
3. The teacher verifies those students in the Performance Task Verification process.
Teachers who are eligible to receive a REACH rating who are in a school for fewer than 100 instructional
days will receive the missing data score of 3.12 for the REACH PT growth portion of their evaluation if
they do not satisfy the above criteria. All teachers in a school for 100 or more instructional days are
expected to satisfy the above three conditions to receive credit for student growth on Performance
Tasks.
Page 13

Timeline 2015-16
On the next page is a timeline that provides a general sequence of events associated with REACH
Students. The timeline covers one school year from September to September and displays the
approximate windows of time when each event may take place.
Page 14

Timeline 2015-16
Page 15
CPS Framework for Teaching
The Four Domains

The CPS Framework for Teaching is a modified version of Charlotte Danielsons Framework for
Teaching. It was developed in collaboration with the CTU. The CPS Framework for Teaching organizes
the work of teachers into four numbered sections called domains. The four domains are described in
the graphic below.
Page 17
For the purpose for calculating a Professional Practice score, the following are the weights for each
domain.
Page 18
Domain and Component Table

Each domain contains four or five lettered components. Educators receive ratings at the component
level following Formal and Informal Observations.
Domain 1: Planning and Preparation
Domain 2: Classroom Environment
1a: Demonstrating Knowledge of Content

and Pedagogy
2a: Creating an Environment of Respect

and Rapport
1b: Demonstrating Knowledge of Students
2b: Establishing a Culture for Learning
1c: Selecting Learning Objectives
2c: Managing Classroom Procedures
1d: Designing Coherent Instruction
2d: Managing Student Behavior
1e: Designing Student Assessment

Domain 4: Professional Responsibilities
Domain 3: Instruction
4a: Reflecting on Teaching and Learning
3a:Communicating with Students
4b: Maintaining Accurate Records
3b: Using Questioning and Discussion

Techniques
4c: Communicating with Families
3c: Engaging Students in Learning
4d: Growing and Developing Professionally
3d: Using Assessment in Instruction
4e: Demonstrating Professionalism
3e: Demonstrating Flexibility and

Responsiveness
Page 19
Framework Vocabulary: Domain, Component and Element

The CPS Framework for Teaching is organized in three levels: Domain, Component, and Element.
4 Domains
19
70 Elements
Page 20
Educators should check their assigned Framework in the Reflect

and Learn System (RLS) to ensure it is correct. If you have any
questions about what you see in RLS, check with a school
administrator. If you need technical assistance with RLS, call the
Help Desk at (773) 553-3925 or submit a request for help online at
https://esm.cps.k12.il.us/sm/ess.do
The CPS Framework for Teaching Companion Guide lists unique

characteristics of teaching practice for the content area/settings,
as well as examples of practice at the Proficient and Distinguished
levels of performance. Educators and school administrators may
wish to use these resources as a reference when reflecting on
practice and during the REACH observation cycle.
The following Addenda are available on the Knowledge Center: Arts

Addendum, English Language Learner Addendum, Physical
Education Addendum, Preschool Addendum, and Special Education
Addendum. Educators and evaluators may want to reference these
materials during Pre- and Post-Observation Conferences.
Page 21
Levels of Performance
CPS Frameworks are rubrics that describe professional practice across a continuum for each
component. The levels of performance of the CPS Frameworks are Distinguished, Proficient, Basic, and
Unsatisfactory. Each level describes specific practices associated with a particular lesson or point in
time. It is important to recognize that levels of performance refer to educator practice, not the
educator.
Level of
Performance
Key
Indicators
Unsatisfactory
Basic
Proficient
Distinguished
Refers to teaching
that does not
convey
understanding of
the concepts
underlying the
component.
Teachers whose
practice falls into
this level of
performance are
doing academic
harm in the
classroom.
Refers to
teaching
practice that
demonstrates
the necessary
knowledge and
skills to be
effective, but
its application
is inconsistent.
Refers to
successful,
teaching practice
that is
consistently high
level. Most
experienced
teachers
frequently
demonstrates
practice at this
level.
Refers to
professional
teaching that
innovatively involves
students in the
learning process and
creates a community
of learners. Teachers
performing at this
level are master
teachers and leaders
in the field, both
inside and outside of
their school.
Little or None
Some
Most
All
Unclear
Inconsistent
Consistent
Complex
Not Aligned
Partial
Clear
Leadership
TEACHERDIRECTED SUCCESS
STUDENTDIRECTED SUCCESS
Page 22
Critical Attributes
CPS and CTU worked together to develop Critical Attributes to help describe teaching at each level of
performance in the CPS Framework for Teaching. Critical Attributes are intended to provide further
clarity for educators and administrators. Critical Attributes represent, on a small scale, descriptions of
what one might see in a classroom. They are not exhaustive and should not be used as checklists
themselves or to justify ratings. When determining a level of performance following a classroom
observation and Post-Observation Conference, the evaluator must use the language of the
Framework. Critical Attributes for most CPS Frameworks are accessible on the Knowledge Center.

Component
1a: Demonstrating
Knowledge of Content
and Pedagogy
Knowledge of:
Content Standards
Within and Across
Grade Levels
Disciplinary Literacy
Prerequisite
Relationships
Content-Related
Pedagogy
Unsatisfactory
Basic
Teacher demonstrates little to no

knowledge of relevant content
standards within and/or across grade
levels. Teacher demonstrates no
knowledge of the disciplinary way of
reading, writing and/or thinking within
the subject area. Teacher
demonstrates little understanding of
prerequisite knowledge important to
student learning of the content/skills.
Teachers plans reflect little or no
understanding of the range of
pedagogical approaches suitable to
student learning of the content/skills
being taught.
Teacher demonstrates knowledge of

the relevant content standards within
the grade level but displays lack of
awareness of how these concepts
relate to one another and/or build
across grade levels. Teacher
demonstrates some knowledge of the
disciplinary way of reading, writing,
and/or thinking within the subject area.
The teacher demonstrates some
understanding of prerequisite learning,
although knowledge of relationships
among topics may be inaccurate or
incomplete. Teachers plans reflect a
limited range of pedagogical
approaches suitable to student learning
of the content/skills being taught.

the relevant content standards, within
and across grade levels. Teacher
demonstrates knowledge of the
disciplinary way of reading, writing,
and/or thinking within the subject
area. Teacher demonstrates accurate
understanding of prerequisite learning
and relationships among topics and
concepts. Teachers plans reflect a
range of effective pedagogical
approaches suitable to student
learning of the content/skills being
taught.

the relevant content standards within
the grade level and across grade levels,
as well as how these standards relate
to other disciplines. Teachers plans
demonstrate extensive knowledge of
the disciplinary way of reading, writing,
and/or thinking within the subject area.
Teacher demonstrates deep
understanding of prerequisite learning
and relationships among topics and
concepts. Teachers plans include a
range of effective pedagogical
approaches suitable to student
learning of the content/skills being
taught and anticipate student
misconceptions.
1.
1.
1.
In addition to the characteristics of

proficient,
1.
Unit and/or lesson plans include
connections to content
standards from related
disciplines.
2.
strategies that connect reading,
writing or thinking within the
content area or to related
disciplines.
3.
strategies to clarify connections
between major concepts in the
content.
4.
instructional strategies to
anticipate student questions
and student interest.
2.
3.
Critical Attributes
4.
Unit and/or lesson plans do not

include content standards.
Unit and/or lesson plans do not
include strategies that require
reading, writing or thinking in
the content area.
content that is not sequenced
based on prior lessons or prior
student knowledge.
instructional strategies that are
not appropriate for the content
or students learning styles.
2.
3.
4.

content standards but they may
not be entirely appropriate for
the grade level or properly
sequenced.
some strategies that require
reading, writing or thinking in
the content area but they may
not be fully described or
appropriately selected.
some gaps in appropriate
content or the sequence of
content does not fully build on
prior lessons or student
knowledge.
a limited range of instructional
strategies that are somewhat
appropriate for the content and
students learning styles.
Proficient
2.
3.
4.

content standards that are
grade level appropriate and are
properly sequenced.
appropriate and articulated
strategies requiring reading,
writing or thinking in the
content area.
content that is well sequenced
and builds on prior lessons and
student knowledge.
a diverse range of instructional
strategies that are entirely
appropriate for the content and
students learning styles.
Distinguished
Page 23
Critical Attributes
Critical Attributes exist for the following CPS Frameworks: Teaching,

Psychology, School Social Work, School Nursing, and SpeechLanguage Pathology. Practitioners are encouraged to print, read,
and annotate relevant Critical Attributes. Practitioners may want to
reference these materials during Pre- and Post-Observation
Conferences with evaluators.
In using the Framework to evaluate educator practice, evaluators

should consider the preponderance of the evidence. Evaluators
should not expect to see everything described in each component of
the Framework in every observation or conference.
Page 24
Evaluation Plan
The CPS Frameworks should guide professional growth and are used by administrators and educators
during observations to determine current levels of performance and promote reflection on practice.
Evaluation Plan: The specific timing and type of observations are

determined by the assigned Evaluation Plan. There are two plans that
are assigned to educators: Annual and Biennial.
Determining Your Evaluation Plan

Are you a Probationary Appointed Teacher (PAT) or Tenured Educator?
All PAT educators are assigned to an ANNUAL PLAN.
Four observations within a single school year
Three formal observations and one informal observation
Observations are separated by at least one calendar month
Page 25
Evaluation Plan
Are you a Tenured Educator?

The Evaluation Plan for tenured educators is determined by their previous summative REACH Students
Rating. Some tenured educators are assigned to an ANNUAL PLAN, while some are assigned to a
BIENNIAL PLAN.
Annual Plan
Biennial Plan
A previous summative REACH Students

Rating of Developing
A previous summative REACH Students

Rating of Proficient/Excellent
Four observations within a single

school year
Two formal observations and two
informal observations
Observations are separated by at least
one calendar month
Four observations across two

school years
One formal and one informal
observation each year
Observations are separated by at
least three calendar months
*Tenured educators with an Unsatisfactory rating are placed on a Remediation Plan. Please reference
pages 77-79 for more information.
Page 26
Evaluation Plan
Are you a Probationary Appointed Teacher in your third year (PAT3)?

Tenure Attainment
Status
SY 201415 Summative
REACH Students Rating
What happens in SY 201516?
After 9/8/2015 and

prior to 11/1/2015
Proficient or Excellent
After 9/8/2015 and

prior to 11/1/2015
Developing
On or after 11/1/2015
Developing, Proficient,
or Excellent
Inability to Rate
Default Proficient
Biennial Plan in SY 201516

Rated and will receive a
REACH Students Evaluation
Summary Report in SY 2016
17
Annual Plan for SY 201516
16
Annual Plan for SY 201516
16
Tenure attained
Tenure date after 9/8/2015
and prior to 11/1/2015
Biennial Plan for SY 201516
Tenure date on or after
11/1/2015 Annual Plan for
SY 201516
Page 27
Evaluation Plan
What if I received fewer than the required number of observations in the 201415
School Year?
These educators are classified as Inability to Rate.
Tenured educators in 201516 will
restart the same Evaluation Plan as
201415.
Tenured educators on an ANNUAL Plan
will restart a one-year cycle and will
receive a summative REACH Students
Rating in September 2016.
When a PAT is classified as

Inability to Rate, the PAT defaults to a
Proficient rating.
PAT1 and PAT2 will remain on an Annual
Plan which is a one-year cycle and will
receive a summative REACH Students
Rating in September 2016.
Tenured educators in Year 1 of a

BIENNIAL Plan will begin the two-year
cycle again and will receive a summative
REACH Students Rating in September
2017.
PAT3 becomes tenured and is placed on

an Evaluation Plan according to the date
they achieve tenure (see page 73). If they
are on an Annual Plan, they will receive a
summative REACH Students Rating in
September 2016. If they are on a Biennial
Plan, the will receive a summative REACH
Students Rating in September 2017.
*Tenured educators in Year 2 of a

BIENNIAL Plan please reference page 74
for more information.
Are you a Temporarily Assigned Teacher (TAT)?

TATs are not evaluated or rated.
Verify your assigned Evaluation Plan by logging into the Reflect and
Learn System, and in the Home screen, scroll down to the My Plan
tab. You will be assigned to an observation plan based on your
tenure status and previous rating. If your plan is incorrect, notify
your evaluator as soon as possible.
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Evaluation Plan
Annual
Educators
Biennial
PAT
Tenured
Tenured
Most recent rating was Proficient or

Excellent
Unsatisfactory/Developing (201415)
or those repeating plan due to inability
to rate
Minimum
PAT (four)
Observations Three formal and one informal
During 2015
Tenured (four)
16
Two formal and two informal
Interval
One calendar month
Between
Observations
Tenured (two)
One formal and one informal
Summative
REACH
Students
Ratings will
typically be
issued in
September
of the
following
School Year.
For educators completing Year 2:

September 2016
September 2016
Three calendar months
For educators beginning Year 1:

September 2017
Page 29
Formal Observations
There are two types of observations. The first is a Formal Observation, which includes a PreObservation Conference (focused on Domain 1), a classroom observation (Domains 2 and 3) and a
Post-Observation Conference (Component 4a and reflection on the observation). Each part of the
Formal Observation is summarized in the table below. The examples below are written for the CPS
Framework for Teaching. Reasonable accommodations may be made for those evaluated under other
Frameworks. Details about each step follow.
Pre-Observation Conference
The Pre-Observation Conference is a brief (1520 minute) meeting between the evaluator and
educator held five or fewer days prior to the observation. Evaluators must provide reasonable
Page 30
Formal Observations
notification of the Pre-Observation Conference to the educator. As a rule of thumb, reasonable
notification should be considered 48 hours in advance of the Pre-Observation Conference excluding
weekends and holidays.
Prior to the conference, educators should review the questions on the Protocol for the Pre-Observation
Conference and be prepared to discuss their practice aligned to Domain 1. Educators have the option to
submit their responses and upload artifacts to the Reflect and Learn System (RLS) to support the unit
discussed in the collaborative conversation. Examples of artifacts may include unit plans, lesson plans,
student assessments, etc. Evidence from the conversation is documented in RLS. It is expected that the
evaluator will observe the teacher during the unit that was discussed in the Pre-Observation
Conference.
Classroom Observation
Within five school days of the Pre-Observation Conference, evaluators conduct a formal classroom
observation for 45 minutes, the length of a lesson, or class period. The focus of the observation is to
collect evidence of the educators practice aligned to each of the components in Domain 2 and Domain
3. The evaluator has discretion on what day and time they choose to observe an educator as long as it
is within five schools days of the Pre-Observation Conference and the educator is teaching the unit
that was discussed.
Following the observation, the evaluator aligns evidence to the components of the Framework and
may determine preliminary performance ratings. In order to best support teachers reflection and
ensure a productive, evidence-based post-conference conversation, evaluators should share evidence
from the observation with the teacher in advance of the Post-Observation Conference.
Audio and/or video recordings can be used during REACH Students observations only in cases where
there is mutual consent (both educator and evaluator). Recordings can only be used for professional
development purposes and require mutual consent. Recordings cannot be submitted as evidence for
any part of the evaluation by the educator or evaluator.
Post-Observation Conference
Within 10 school days of the classroom observation, the evaluator and the educator meet for a PostObservation Conference to discuss and reflect on evidence of the educators practice. To prepare for
the conference, educators may wish to provide written evidence for Component 4a: Reflecting on
Teaching and Learning by responding to the questions on the Protocol for the Post-Observation
Conference in RLS. Educators are not required to submit responses to the Protocol for the Post 2015, Chicago Public Schools. All Rights Reserved.
Page 31
Formal Observations
Teaching and Learning by responding to the questions on the Protocol for the Post-Observation
Conference in RLS. Educators are not required to submit responses to the Protocol for the PostObservation Conference, but should be prepared to discuss the questions. To facilitate educator
reflection, evaluators are encouraged to share evidence collected during the observation as well as a
draft of component-level ratings with educators prior to the Post-Observation Conference.
Teachers have the option of bringing additional evidence to the conference, as well. Additional
evidence for Domains 2 and 3 might include student work generated during the observation or student
work from follow-up homework. During the Post-Observation Conference, evaluators will collect
evidence for Component 4a: Reflecting on Teaching and Learning, clarify evidence collected for
Domains 2 and 3 (if necessary), and may discuss evidence for Components 4b4e. Evaluators and
educators will conclude the Post-Observation Conference by discussing components/elements of
Celebration (areas of strength) and Concentration (areas for improvement) as well as next steps and
resources.
Following the Post-Observation Conference, evaluators finalize ratings for all components in Domains
1, 2, 3, and Component 4a and share these ratings with the educator. It is best practice that the
ratings be posted and shared on the Reflect and Learn System within five school days of the PostObservation Conference.
NOTE: The evaluator should determine final component-level ratings based on the preponderance of
evidence collected during the observation of professional practice and the Post-Observation
Conference.
Before the Post-Observation Conference

Evaluators share evidence from the observation via RLS in
advance of the Post-Observation Conference.
Educators answer the Protocol for the Post-Observation
Conference questions on RLS.
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Formal Observations
During the Post-Observation Conference

Discuss the written evidence from the observation. The goal is
to have a common understanding of what happened during the
observation.
Educator shares what went well and what could have gone
better during the lesson, referencing insights gained when
answering the Protocol for the Post-Observation Conference questions.
Evaluator shares what went well and what could have gone better during the
lesson.
Evaluator identifies areas for improvement with specific suggestions and support
offered. Evaluator considers areas for growth when conducting subsequent
observations. The evaluator targets feedback and coaching to areas of growth.
The evaluator and educator reference language from the appropriate Framework
(including Critical Attributes) when discussing evidence and ratings. If appropriate,
a Framework Addedum may also be referfenced by the educator or the evaluator.
Evaluator shares preliminary component-level ratings for discussion. Ratings are
not finalized until after the Post-Conference.
After the Post Conference

Evaluator shares final component-level ratings with the
educator in RLS within five school days after the PostObservation Conference.
Page 33
Formal Observations
REACH Students observations will only be conducted by evaluators certified by the

Illinois State Board of Education (ISBE). This includes ISBE certified new principals
and resident principals. In the event that the administrators in a
building are unable to conduct observations due to unexpected
circumstances, CPS may appoint a certified evaluator.
It is important to note that additional classroom visits by school
colleagues, network teams, school leadership teams and/or
individuals (e.g., peer observations, walkthroughs, snapshots) may
still occur, but these classroom visits are non-evaluative and do not
count toward a teachers summative REACH Students Rating. That is, only
evidence gathered during a REACH Students Formal or Informal Observation is used to
inform a teachers summative REACH Students Rating.
Any observation, REACH Students or otherwise, should be used as an opportunity to
hold additional collaborative conversations, develop teaching practice and support
teachers in achieving professional goals.
Share evidence and a draft of component-level ratings before the PostObservation Conference.
REACH Students observations can begin at the start of the 5th
week of school, Monday, October 5, 2015. Pre-Observation
Conferences can commence prior to October 5, 2015 and must be
held five or fewer school days before the observation.
REACH Students observations must end on Friday, May 27, 2016.
Post-Observation Conferences can be held after May 27, 2016 and
must take place within 10 schools days of the classroom observation.
Page 34
Informal Observations
Informal Observations are a minimum of 15 minutes and are unannounced. Please see below for a
table describing the protocol for an Informal Observation. Evaluators should make it clear to educators
whether or not an unannounced visit to the classroom is for REACH Students evaluative purposes.
Administrators are encouraged to conduct non-evaluative visits in order to provide more frequent
feedback to educators. If it is a REACH Students Informal Observation, the evaluator should inform the
educator when evidence and ratings have been entered into RLS. It is best practice to share evidence
and final component-level ratings within five school days after the observation has been conducted.
Page 35
Informal Observations
Evaluators are required to rate all components of Domain 1, 2, 3,

and Component 4a during a Formal Observation. Informal
Observations are opportunities for more targeted coaching. For
example, imagine that following a formal observation, a teacher
receives a score of Basic in Component 3c: Engaging Students in
Learning. During the Post-Observation Conference, the evaluator
and educator brainstorm several ideas about how to improve
practice. The administrator is encouraged to continue to focus attention on 3c during
subsequent visits to the classroom, including on any future Informal Observations,
working collaboratively with the teacher to improve practice.
Page 36
Professional Responsibilities
In SY 201314, CPS and CTU co-designed a new process for submitting evidence, receiving feedback,
and receiving ratings for components 4b4e, taking into account concerns from educators about
excessive paperwork and concerns from administrators about additional required meetings. Our goal is
to define an efficient process that encourages accurate ratings, provides opportunities for feedback to
educators, and discourages excessive uploading of documents into RLS. Following Formal Observations,
educator practice related to components 4b4e can be discussed during Post-Observation Conferences.
WHAT evidence should be entered into the Reflect and Learn System?
Evidence for 4b4e can be captured as a brief narrative that reflects the educators professional
practice throughout the school year.
Up to two artifacts, per component, that showcase best practices can also be submitted, but a
thoughtful description may take the place of uploading documents into RLS.
WHAT happens after evidence has been entered into the Reflect and Learn System?
Evaluators are asked to review the evidence and provide feedback.
Educators make final edits to the evidence by mid-May.
Evaluators review final evidence in June and issue final ratings.
WHO will receive a rating at the end of SY 20152016?

PATs
Tenured Educators on an Annual Plan
Tenured Educators completing Year 2 of a Biennial Plan
Quality of evidence is more important than quantity of evidence. Reread the language of the Framework to inform the writing of a
narrative description of practice. Educators should only upload
evidence that explicitly helps an evaluator assess the proper level of
performance.
If an educator on a Biennial Plan submits evidence for Components
4b4e in year one of their two year cycle, the evaluator should
consider that evidence as well as any evidence they document in year
two when issuing final ratings.
Page 37
Professional Responsibilities
Attendance
Domain 4: Professional Responsibilities of the CPS Framework for Teaching has five components.
Attendance is one of five elements of Component 4e: Demonstrating Professionalism. Evaluators must
always consider the preponderance of evidence across the entire component when issuing ratings.
Component 4e is no different. It is not appropriate for an evaluator to assign more weight to
Attendance than Integrity and Ethical Conduct, Advocacy, Decision-Making, or Compliance with School
and District Regulations. An evaluator may not create local school criteria regarding attendance and
apply them as part of the REACH Students evaluation process.
Educators are encouraged to be mindful of the importance of punctuality and regular attendance, but
should not be deterred from appropriately using contractual benefit time. Educators must follow their
schools absence monitoring procedures (reporting, substitute plans, etc.) when taking a benefit day.
It is considered misconduct if an educator abuses sick or personal business benefit days, or uses
absences to avoid the REACH process. Examples of conduct that may merit disciplinary action include
but are not limited to:
repeated tardiness
repeated unplanned absences with short notice
short notice of planned absences
planned or unplanned absences on key dates for the school (report card pick-up, PD days, testing
days, special event days)
repeated Friday/Monday, day before holiday/break absences
excessive numbers of days off without a leave of absence
use of sick days for other than personal illness
Page 38
Reflect and Learn System
The Reflect and Learn System (RLS) facilitates professional dialogue and meaningful feedback between
CPS educators and evaluators to help us all better serve the needs of Chicagos students. Through the
evaluation cycle, evaluators use RLS to collect evidence, align evidence to components and enter
component-level ratings. Educators may use RLS to upload relevant documentation for observation
cycles and professional responsibility components as well as view REACH Students Evaluation Summary
Reports and observation cycle evidence and ratings. During the school year, educators interact with RLS
to:
Access REACH Students Evaluation Summary Report
Educators can always access REACH Students Evaluation Summary Reports that have been issued
on the RLS homepage.
Review Evaluator Evidence
Educators can view evaluator evidence for each scored component after the evaluator has entered
and shared these items in RLS.
Review Component-Level Ratings after a Post-Observation Conference
Educators can review evidence that an evaluator as entered and shared in RLS.
Upload Documents as Evidence
Educators are encouraged to complete and upload relevant materials into RLS to support their
evaluation cycles. Relevant items may include Protocol(s) for Pre- and Post-Observation Conference
question sets. Excessive uploading of documents is discouraged.
Log into the Reflect and Learn System by going to https://reflectandlearn.cps.edu/

Use your CPS Username and Password to gain access.
Page 39
FAQs
1. Q: Why didnt I get ratings for all of the components after an Informal Observation?
A: Unlike Formal Observations, Informal Observations do not require an evaluator to give ratings for
all Domain 2 and 3 Components. Because Informal Observations are shorter in length, evaluators
need only score Components that are relevant to what was seen during the observation.
2. Q: Can more than one evaluator be present during a REACH observation?
A: In general, only one evaluator should be present for a pre-observation, REACH observation, and
post-conference.
There will be infrequent times when more than one adult is present for a REACH
observation. In these cases, the non-evaluators are there for the professional development
of the evaluator.
An Instructional Effectiveness Specialist (IES) or member of Network staff (Chief, Deputy
Chief, ISL) may attend a REACH observation to support an evaluators professional
development. The evaluator should let the educator know who will be present for the
observation and why as soon as possible.
For training purposes, Principals, APs, and Resident Principals may conduct joint observations
of the teacher that are not part of the teachers REACH evaluation. The evaluator should let
the educator know who will be present for the observation and why as soon as possible.
3. Q: Can I request an evaluator to re-do a REACH observation?
A: A request may be made to re-do a REACH observation, but it is at the discretion of the evaluator.
An additional observation by the request of an educator is not required by contract. If the request is
granted, the prior observation data will not be deleted from the Reflect and Learn System.
4. Q: I changed to a new CPS school this year. Do my scores from last year carry with me? What
happens with observation ratings for educators who are hired in the middle of the year?
A: Yes, summative REACH Students Ratings are housed in Reflect and Learn and can be accessed by
CPS educators no matter if they change schools. If an educator is hired mid-year, the evaluator is
responsible for ensuring that the appropriate number of observations takes place depending on
the Evaluation Plan of the educator. If an educator transfers mid-year, any observations that were
already conducted will follow that educator.
Page 40
FAQs
5. Q: Is an evaluator allowed to do more than the required number of Formal Observations?
A: Yes, the number of Formal Observations for an Annual or Biennial Plan are minimums. An
evaluator can always substitute a Formal Observation for an Informal Observation. For example, a
PAT educator on an Annual Plan should receive a minimum of three Formal Observations and one
Informal Observation in SY 201516. An evaluator may substitute a Formal Observation for an
Informal Observation. Therefore, at the end of SY 201516, the above educator received four
Formal Observations.
6. Q: During a Formal Observation, can an Assistant Principal conduct the Pre-Observation
Conference and a Principal conduct the class observation and Post-Observation Conference?
A: One evaluator conducting the entire observation cycle is best practice.
7. Q: Some CPS teachers spend part of their time supervising student in settings where the
teacher is not actively instructing. For example, students may be taking a test or completing
activities as part of a computer-based curriculum, such as Achieve 3000. Should REACH
observations happen when teachers are supervising students in these settings?
A: No, it is generally unacceptable to observe for REACH purposes when the teacher is engaged in
supervisory duties. REACH observations should take place when a teacher is actively instructing
his/her students. It is appropriate for administrators to ask during a pre-conference how an online
curriculum is used to inform planning of units or lessons.
8. Q: Is it acceptable for a teacher to be observed if her co-teacher is absent on the day the
evaluator has designated for a formal observation?
A: No, it is generally unacceptable. Observing the teacher while working with a day-to-day substitute
is not the intention of the REACH process. It is best practice for a teacher to be observed under
normal circumstances when required regular staff are present. Every effort should be made to
schedule the observation for a date and time reflecting regular instruction.
Page 41
FAQs
9. Q: What are the best practices for conducting REACH observations for a CPS teacher who is
mentoring a student teacher?
A: Under no circumstances should the evaluator observe the student teacher and use evidence from
that observation to constitute any part of a teacher of record's evaluation.
The mentor teacher should communicate the student teachers schedule to the school
administration as soon as possible to inform the scheduling of REACH observations. The evaluator
should schedule observations of the mentor teacher outside of the student teachers assignment.
In the event that this is not possible, modifications to the student teachers schedule of leading
classroom instruction may be made so that the required observations can occur at the proper
intervals.
10. Q: What if an educator does not submit evidence for a particular component? Should the
evaluator automatically issue a rating of Unsatisfactory?
A: No. If an educator does not submit evidence, the evaluator should summarize the educators
practice in a short narrative, and rate the component by aligning the preponderance of evidence
with the levels of performance in the Framework. For example, if the educator does not fill out the
Pre-Observation Conference Questions, no evidence will automatically populate for Domain 1. In
this instance, the evaluator should summarize the evidence provided for each components during
the preconference and rate accordingly. For components 4b-4e, if an educator does not provide
evidence, the administrator should type a short narrative for each component and rate accordingly
(see additional guidance on 4b-4e below). An educator not providing evidence submitted does not
automatically equate to Unsatisfactory practice.
11. Q: What if an educator does not attend a scheduled Pre- or Post-Observation Conference or
seems to be avoiding the REACH process?
A: Communication is always the key and evaluators should first assess whether there was a
misunderstanding with scheduling. Evaluators should contact Employee Engagement for all
educators who willfully fail to participate in the REACH evaluation procedures. Behaviors that
warrant disciplinary action include: strategically absent or unavailable, refusal to participate in Preand/or Post-Observation Conferences, refusal to participate during Pre- and/or Post-Observation
Conferences without a witness.
Page 42
Student Growth
Student Growth
Performance Tasks
A REACH Students Performance Task (REACH PT) is a written or hands-on demonstration of mastery, or
progress towards mastery, of a selected standard(s) or skill(s). It asks students to perform or to
generate meaning on their own rather than select answers from a pre-determined list. REACH Students
PTs can yield rich insights not only into what students know and do not yet know, but how they apply
their knowledge to complex questions or tasks. This provides teachers with formative information they
can use to help students improve not just their content knowledge, but the facility with which they can
put it all together.
Performance Task Development

REACH Performance Tasks are developed by teams of CPS teachers. Over 250 CPS teachers with
expertise across PK12 in 12 different content areas create the collection of REACH Students
Performance Tasks administered across the District each year. The teams select a foundational
standard in the content area/grade level that is measurable within one class period. They then design,
pilot, and refine a beginning and end of year test form. During the process, over 20 central office
content specialists and members of the Department of Student Assessment provide training, guidance,
and support.
Task Administration
ALL classroom educators evaluated using the CPS Framework for Teaching or CPS Framework for
Teacher-Librarians must administer a REACH Students Performance Task to one of his/her classrooms.
REACH Performance Tasks will be administered at the beginning and the end of the 201516 school
year to the same group of students.
Administration Windows (SY 1516)

Beginning of Year (BOY)
Dates
September 14 October 23
End of Year (EOY)
May 9 June 10
Page 44
Student Growth
Performance Tasks
Task Ordering
Teachers can obtain their REACH Students Performance Tasks in two ways:
1) Teachers can place an order for their tasks through the Google Form provided by the
Department of Student Assessment, and the relevant materials will be delivered to schools by
September 25th. The dates for ordering Fall BOY assessments are August 31September 4,
2015. The dates for ordering Spring EOY assessments are March 28April 8, 2016.
2) Teachers can download the task documents from the REACH PT page of the Knowledge Center
and print the necessary materials independently.
Almost every teacher in CPS should be able to select a REACH Performance Task that is applicable and
appropriate for one of his/her classrooms. We expect very few teachers to have to create their own
REACH PTs. For a list of available tasks, visit the REACH PT page of the Knowledge Center. For those
who do need to create their own REACH PT, please follow the guidelines provided in the REACH PT
Handbook.
Score Entry
Teachers enter their students REACH PT scores into the CIM system. Scoring guides can be
downloaded on the REACH PT page of the Knowledge Center. This year, teachers will be asked to enter
both the total points and summative scores (0, 1, 2, or 3) into CIM for each students test. All scores
must be entered into CIM before the administration window ends.
Growth Calculation
The beginning of year (BOY) assessment and end of year (EOY) assessment are designed to measure
the same standard at the same level of difficulty. The percentage of students who make growth from
the BOY to EOY will be factored into a teachers summative REACH Students Rating as one of the
multiple measures of student growth. For REACH PTs, growth is defined as moving up at least one
performance level on the summative scale from BOY to EOY (e.g., 0 1, 1 3, etc.). If a student
begins at the highest level (3) at the BOY and retains that score at the EOY, then that is also counted as
growth for purposes of REACH.
Page 45
Student Growth
Performance Tasks
A teachers Performance Task score is based on the percentage of students that grow, not the
magnitude of growth. There are four rules that determine whether or not an individual student has
grown:
BOY
Score
EOY
Score
Counts as
Growth?
Yes
Yes
No
No
Rule
Because the student has already topped out the scale in
BOY, a 33 score counts as growth.
This student grew, though the amount of growth does not
affect the score.
If a student receives the same non-3 score in BOY and EOY,
no growth.
If the EOY score is less than the BOY, no growth.
Performance Task Verification (PT Verification)

Performance Task Verification is a process in the Battelle for Kids system that allows teachers to
confirm which students for which task(s) should count for the teachers REACH Performance Task
growth scores. The REACH Performance Task(s) administered and the roster of the students who took
the test are reviewed and edited to affirm which students results will impact a teachers evaluation.
All teachers must complete PT Verification so that the correct students can be counted for a teachers
REACH Performance Task Growth Score.
If you have any questions, please first consult the REACH PT Handbook, downloadable at the REACH PT
page of the Knowledge Center. If you are unable to determine the correct course of action, please
email [email protected] with your query.
Page 46
Student Growth
Value-Added Measures
What are Value-Added Measures (VAMs)?

A nationally-recognized statistical model that measures the impact of a school and/or a teacher on
students academic growth from year to year.
The Value-Added Model compares students with similar characteristics to 1) see how similar
students grew relative to each other, and 2) to capture the teachers contribution to student
learning, adjusting for factors outside of the teachers control.
To measure the teachers contribution to student growth, the Value-Added Model controls or
adjusts for prior performance and
other student factors that also
influence growth, but are outside the
teachers control.
How was CPSs Value Added Model

developed?
The CPS Value-Added Model was
developed by the Value-Added
Research Center, University of
Wisconsin-Madison.
A VAM Technical Advisory
Committee (TAC), established in
2007, provides input into the model
and includes the voices of CPS and
CTU representatives, local and
national experts.
Page 47
Student Growth
Value-Added Measures
How is a teachers Value-Added score determined?

The Value-Added result is the
difference between actual student
performance and predicted student
performance for a given teachers
students in either Math or Reading
using:
Spring NWEA Measures of
Academic Progress (MAP) for
Elementary Schools
Instructional responsibility as
determined through Roster
Verification
A set of student characteristics
that are outside of a teachers
control
Which outside factors are controlled for when calculating a VAM score?
Value-Added Model allows CPS to control or adjust for factors that influence student performance
but are outside of the teachers control. The following is a list of factors controlled for in CPS ValueAdded Model:
1. Prior reading assessment data
2. Prior math assessment data
3. Race/ethnicity
4. English Language Learner status
5. Students in temporary living situations
6. Grade level
7. Gender
8. Low-income status
9. Individualized Education Program status
10. Mobility
Page 48
Student Growth
Roster Verification and Performance Task Verification
Roster Verification is a process of accurately capturing the instructional attribution between teachers
and students. Through Roster Verification, teachers review and edit class rosters, confirm which
students they teach for a particular subject and indicate their level of instructional responsibility.
Principals and support team members also participate by providing support to teachers throughout the
process and by approving the submitted teacher-verified rosters.
CPS uses teacher-level measures of student academic growth as part of REACH Students evaluation
system. In order to accurately and fairly measure the impact of each teachers instruction on student
academic growth, CPS teachers will be given the opportunity to verify their class rosters beginning in
the Spring of 2016. Because teachers and principals know best the schedules and amount of time spent
with each student, their participation will ensure the best possible data.
Educators verify:
1. which students they taught for each course,
2. for what months in the school year, and
3. whether they provided all of the instruction or collaborated with another teacher.
Educator Responsibilities
Teachers will be responsible for reviewing, editing, and confirming the accuracy of their class roster(s)
by indicating when their students were members of the class and the level of instructional
responsibility for each student. Principals then approve the teacher-verified rosters. Because teachers
and principals know best the schedules and amount of instructional responsibility for each student,
their active participation will ensure the best, most accurate possible data results from the roster
verification process. The Roster Verification process begins in Spring 2016.
Performance Task Verification (PT Verification)

Performance Task Verification is a process in the Battelle for Kids system that allows teachers to
confirm which students for which task(s) should count for the teachers REACH Performance Task
growth scores. PT Verification is completed in the same system as Roster Verification and at the same
time. All teachers should ensure that the task they administered at the BOY and the roster of students
who took the test are included on their Battelle for Kids page before submitting their rosters. All
teachers must complete PT Verification so that the correct students can be counted for a teachers
REACH PT growth score.
Page 49
Student Growth
Roster Verification and Performance Task Verification
Roster Verification and Performance Task Verification Training and Login Spring 2016
Complete the online Teacher Tutorial to learn how to complete Roster Verification and Performance
Task Verification.
Access the online system by going to the Battelle for Kids site and clicking Access Link which will
take you to the BFKLink login screen. Use your CPS user name and password to login to the
system.
For questions, contact your school-based Roster Verification support team.
For help and up-to-date information, see the Knowledge Center REACH tab (Student Growth).
Page 50
Student Growth
FAQs
FAQs
1. Q: How is the Student Growth score calculated for PreK Grade 2 educators?
A: The Student Growth score for PreK Grade 2 educators will be comprised entirely of
Performance Task results. Consult the REACH Performance Task Handbook for more information.
2. Q: Which students count towards my REACH Performance Task Score?
A: A student will count towards and educators REACH Performance Task score if the:
1. Student has BOY scores entered in CIM during an approved administration window.
2. Student has EOY scores entered in CIM for the corresponding task code during the approved
administration window.
3. Teacher verifies the student for the administered task through the Performance Task
Verification process in the Battelle for Kids system. The principal approves the verification.
3. Q: Does the magnitude of growth impact the Performance Task Score?
A: No. For the purposes of the REACH Performance Task score, there is no difference between
moving from a 0 to a 3 and moving from a 1 to a 2.
4. Q: What happens in cases where the educator did not complete the Performance Task
Verification process or was not able to administer the BOY / EOY Performance Task?
A: For educators who did not satisfy the above three conditions, one of three outcomes occurred:
1. The educators evaluation calculation was based on the three REACH Evaluation Measures,
and the educator will receive the missing Performance Task data score of 3.12. This score is
for educators who do not have student growth scores for a legitimate reason (e.g. new hire,
transfer, schedule change, etc.). For details on the educators who fit into this category, please
refer to the REACH PT Administration Manual on the Knowledge Center.
2. The educators evaluation calculation was based on two REACH Evaluation Measures:
Professional Practice and Value-Added Measures (VAM). This is for educators who did not
have a legitimate reason for not having BOY and EOY Performance Task scores for students.
Page 51
Student Growth
FAQs
For teachers who must administer only one Performance Task (including PreK):
o The REACH PT percentage of the evaluation is reallocated to the Value-Added
metric (i.e. 70% Professional Practice, 30% VAM).
If a VAM score is not available, the REACH PT percentage is reallocated
to Professional Practice (i.e. 100% Professional Practice).
For teachers who must administer two Performance Tasks (i.e. K-2, High School):
o If the teacher does not have scores for only one Performance Task, the
percentage for that Performance Task is reallocated to Professional Practice
(i.e. 85% Professional Practice, 15% Performance Tasks).
o If the teacher does not have scores for two Performance Tasks, the percentage
for both Performance Tasks is reallocated to Professional Practice (i.e. 100%
Professional Practice).
3. The educators evaluation calculation was based solely on Professional Practice. This applies to
educators in unique instructional settings whose evaluations were based on 100% Professional
Practice.
5. Q: What is the difference between Roster Verification and Performance Task Verification? Are
they the same?
A: Roster Verification and Performance Task Verification both occur within the Battelle for Kids
system and are completed at the same time, but they are not the same. The information collected
in Performance Task Verification and Roster Verification are used for different purposes.
Roster Verification is a process for accurately and transparently capturing the instructional
attribution between teachers and students. This allows for CPS to continuously improve data
quality.
As part of the process, CPS has integrated a Performance Task verification process to ensure the
accurate attribution of Performance Task scores in our REACH Students Summative Rating
calculations. In this process, teachers confirm which students for which task(s) should be counted
towards this score.
Page 52
Evaluation Summary
Report

Overview
The REACH Students Evaluation Summary Report provides details about the measures used to calculate
an educators REACH Students Summative Rating.
Most classroom teachers and teacher-librarian evaluations are based on three measures:
Student Growth: Performance Tasks
Student Growth: Value Added
Educators who were observed during the 2014-15 school year will receive REACH Students Summary
Reports. This includes classroom educators, teacher-librarians, educational support specialists, related
service providers and counselors.
There are different kinds of REACH Students Evaluation Summary Reports: Final, Interim and
Informational.
The final REACH Students Evaluation Summary Report contains final calculations for each of the
multiple measures accounted for in an educator's REACH Students Evaluation Plan. This may include
the final Professional Practice Score, Value-Added Score and Performance Task
Score. The REACH Students Evaluation Summary Report displays the educator's summative REACH
Students Rating of Distinguished, Proficient, Developing or Unsatisfactory.
An interim REACH Students Evaluation Summary Report includes observation and student growth data
that will count towards a summative REACH Students Rating. This report does not include REACH
Students Total Points or summative REACH Students Ratings. Educators who have completed year one
of a Biennial Plan will receive an interim report.
An informational REACH Students Evaluation Summary Report includes observation and student
growth data that will not count towards a summative REACH Students Rating. This report does not
include REACH Students Total Points or summative REACH Students Ratings.
All educators can access their REACH Students Evaluation Summary Reports in the Reflect and Learn
System (RLS). To access your report:
1. Log into the Reflect and Learn System using your CPS username and password.
2. On your RLS homepage, scroll down, locate and click the button that reads My REACH Results.
3. Click the tab that reads 2014-15 and locate the link that reads 2014-15 REACH Evaluation
Summary Report.
4. Click the link to download a PDF version of your report.
Page 54

Clarifying Terminology
Performance levels for educator practice (i.e., evidence gathered during classroom observations) are
based on the CPS Framework for Teaching (or discipline specific Framework); these are different than
the overall summative REACH Students Rating categories.
Summative REACH Students Rating categories are determined by PERA. ISBE calls the rating below
Proficient Needs Improvement. CPS and CTU agreed this will be referred to as Developing.
Previous Summative Rating categories are listed as a point of reference. Also, these rating categories
were used to determine the initial Evaluation Plan in SY 2012-13 for tenured educators.
CPS Framework Performance

Levels
Summative REACH Students

Ratings
Previous Summative REACH

Student Ratings
Used ONLY for professional

practice, specific to the CPS
Framework for Teaching and
other discipline-specified
Frameworks.
Used ONLY at the end of an

evaluation cycle when a final
summative evaluation rating is
provided. Includes both teacher
practice and growth measures.
Point of reference. Previous

ratings were used to determine
when tenured educators first
receive a Summative REACH
Students Rating.
Levels of Performance in
(Classroom Observations)
Distinguished
Proficient
Basic
Unsatisfactory
REACH Students
Rating Categories
(Summative REACH Students
Ratings ONLY)
Excellent
Proficient
Developing
Unsatisfactory
SY1112 / Previous Rating

Categories
(Summative REACH
Students Ratings)
Superior
Excellent
Satisfactory
Unsatisfactory
Page 55

Summative REACH Students Rating
The summative REACH Students Rating is developed from Professional Practice Scores and measures of
Student Growth, when applicable. Scores from each measure (i.e., Professional Practice, Performance
Tasks, Value-Added) are converted to a scale of 1.004.00 and contributes to the Total Points. Each
scaled score is multiplied by the appropriate weight which yields a weighted total for each measure
(Total Points). Summative REACH Students Ratings are based on the Total Points of each measure
which are added together to equal the REACH Students Total Points, which falls on a scale between
100 and 400 points. Your final totals for each measure are then added and assigned a summative
REACH Students Rating. An overview of this calculation is provided in the image below.
Page 56

FAQs
1. Q: My evaluator conducted more observations than were required for my evaluation plan,
which observation results are used to calculate my Professional Practice Score?
A: Use the following guidelines to determine which observations will be included in the calculation
of summative REACH Students Ratings in the event that an educator has more than the required
number of observations:
Status
Observations
PAT
Take top three highest Formal Observations and

the next highest observation (Formal or
Informal).
Take top two highest Formal Observations and
the two next highest observations (Formal or
Informal).
The highest Formal observation and the next
highest observation (Formal or Informal) from
both years.
Tenured Annual
Tenured Biennial Year 1 and Year 2
2. Q: What happens in the event that a tenured educator in Year 1 of his/her Biennial Plan did
not receive at least two observations (one Formal + one Formal or Informal Observation)?
A: In the event that a tenured educator began Year 1 of a Biennial Plan in 201415 and received
less than two observations (one Formal + one Formal or Informal Observation), his/her Biennial
Plan will restart in 201516. He/she will receive a summative REACH Students Rating in 2017.
3. Q: What happens in the event that a tenured educator in Year 2 of his/her Biennial Plan received at
least two observations in Year 1, but fewer than two in Year 2?
A: In the event that a tenured educator in Year 2 of a Biennial Plan in 2014-15 received two
observations in Year 1, but fewer than two in Year 2 his/her plan will be determined by an
estimated score. All conducted observations and all available Student Growth scores from Year 1
and Year 2 will be used to determine an estimated REACH Student Rating.
Page 57

FAQs
1. If the educators estimated REACH Students Rating is Excellent or Proficient, then the educator
will receive an Excellent or Proficient REACH Students Rating and start Year 1 of a new Biennial
Plan in 2015-16.
2. If the educators estimated REACH Students Rating is Developing or Unsatisfactory, then the
educator will receive a Developing or Unsatisfactory REACH Students Rating and will move to
an Annual Plan in 2015-16, but will not be placed on a Professional Development Plan or
Remediation Plan.
4. Q: For full-time teachers who split their time between two schools and receive observations from
both schools, which observations will be used to calculate the summative REACH Students
Rating?
A: If you have been observed at least two times in each school, two observations (preferably
Formal) from each school will be used. If you have fewer than two observation at one school, but
have received at least four observations overall, then the highest four observations will be used to
calculate your summative REACH Students Rating. Evaluators at the two schools are encouraged to
communicate on scheduling and timing of observations to ensure proper coordination of
observations.
Page 58

FAQs
5. Q. What happens in the event that a teacher receives less than the required number of
observations?
A: The outcome is determined by tenure designation. See the table below.
Designation
in 201415
PAT 1
PAT 2
PAT 3
Outcome in 201516
Will default to a rating of Proficient. The educator will remain on an Annual
Evaluation Plan the following year and receive at least three Formal Observations
and one Informal Observation.
Will default to Proficient and be placed on an Evaluation Plan for the following
year based on their 201415 rating and the date they attained tenure:
Tenure after 9/8/15 and prior to 11/1/15 with a 201415 rating of :

Proficient or Excellent will be placed on a Biennial Evaluation Plan and
receive at least one Formal and one Informal Observation.
Developing will be placed on an Annual Evaluation Plan and receive at
least two Formal and two Informal Observations.
Tenure on or after 11/1/15 with a 201415 rating of Developing, Proficient
or Excellent will be placed on an Annual Evaluation Plan and receive at least
two Formal and two Informal Observations.
Annual
Rating will default to most recent prior rating. Regardless of prior rating, annual
Tenured
tenured teachers who do not receive the required observations will remain on
an Annual Evaluation Plan the following year and receive at least two Formal
and two Informal Observations.
*Biennial Tenured Year 1 and 2 educators please reference question #2 and #3
6. Q: Why dont I have a Performance Task Score?
A: An educator will not receive a Performance Task Score if they do not satisfy the below three
conditions or if they qualify for a specific exemption:
1. Students have BOY task scores in the CIM system or in an approved survey
2. Students have EOY task scores in a matching course and task in the CIM system or in an
approved survey
3. The teacher verifies those students in the Performance Task Verification process
Page 59

FAQs
7. Q: My Summary Report does not have a REACH Summative Rating on it. Why?
A: Educators who received REACH Informational or Interim Summary reports will were not rated
in 2014-15 and will not receive 2014-15 REACH Summative Ratings. Instead of one of the four
REACH Ratings, these educators will receive a designation of No Rating or the relevant box will
simply be blank. For more about the REACH Informational and Interim Summary Reports (see
page 58).
8. Q: I spent a portion of 2014-15 as a half-time teacher. How does this affect my REACH
Evaluation?
A: Educators who were in half time positions during 2014-15 were retroactively placed on NonTenured Biennial Plans. For the purposes of REACH, half-time includes educators who:
1. Were in half-time positions for 150 work days or more
2. Started the year in half-time positions and were still in half-time position on or after
the 40th day of school

3. Started the year in full-time positions and moved into half-time positions on or before
April 15th (or the 150th school day)

9. Q: Are administrators required to conference with educators about their REACH Evaluation
Summary Reports?
A: No. The collective bargaining agreement does not require a conference to discuss the REACH
Summary Report. However, we encourage administrators to have conversations with educators to
ensure an understanding of the report and encourage reflection on effectiveness and professional
growth.
Page 60
Counselor Practice
Counselor Practice
CPS Framework for School Counselors
Overview
Similar to the CPS Framework for Teaching, CPS has created a Framework for School Counselors. The
Framework for School Counselors is organized into four domains of school counseling:
Domain 2: The Environment
Domain 3: Delivery of Services
Unlike the CPS Framework for Teaching, School Counselor summative REACH Students Ratings do not
take into account student growth metrics. The School Counselor summative REACH Students Rating is
based 100% on the Professional Practice score. The following is the breakdown of weights for each
domain:
As the classroom educator may be observed in relation to grade-specific or academic subject, it may not
be possible to observe every element of each component in the CPS Framework for School Counselors.
The School Counselors performance requires the recognition that he/she is a generalist who delivers a
school counseling program that provides a variety of direct and indirect services to students in a variety
of settings.
Page 62
Counselor Practice
Refer to the CPS Framework for School Counselors Companion Guide for details about gathering
evidence for components, including recommendations for discussion during the pre- and postobservation conferences.
REACH Students Guidance for Observing School Counselors

At the start of each school year, evaluators and School Counselors are encouraged to meet to discuss
counseling program goals, resources and expectations, especially through completion of the Annual
Agreement. In some cases, elementary School Counselors, nominated as case managers, should meet
with their evaluators to complete the Framework Selection Form for Case Managers.
Annual Agreement
The Annual Agreement is a tool provided by the Office of School Counseling and Postsecondary
Advising that can be used to address the roles and responsibilities of the School Counselor as well as
how the School Counseling Program will be organized to meet goals.
School Counselors and evaluators are encouraged to complete the Annual Agreement meeting early in
the year to discuss time distribution, school counseling program needs and goals.
Framework Selection
During the development of the Annual Agreement, the School Counselor who has been nominated as
the case manager and the evaluator will determine which framework best fits the School Counselors
roles and responsibilities the CPS Framework for School Counselors , which is adaptable to include
case management duties, or the CPS Framework for Educational Support Specialists (ESS).
If the ESS Framework is deemed the best fit for the School Counselor, then the Framework Selection
Form for Case Managers must be completed.
Evidence Based Implementation Plan (EBIP)

The Evidence Based Implementation Plan (EBIP) is a tool provided by the Office of School Counseling and
Postsecondary Advising that includes a calendar, action plan(s), lesson plan(s), etc. to ensure that a
structured, intentional approach is in place to address the academic, career and personal/social
development of all students. This can be an additional point of discussion in completing the Annual
Agreement and/or uploaded as evidence during the REACH performance evaluation process.
Page 63
Counselor Practice
Counselor Resources
The Evidence Based Implementation Plan, Annual Agreement and the Framework Selection Form for
Case Managers can be found on the Knowledge Center.
The CPS Framework for School Counselors Companion Guide is the source for appropriate artifacts to
upload as evidence and definitions and examples of practice within each domain and component. See
the Knowledge Center under the REACH tab and click Counselors & Case Managers.
Expected in Fall 2015, there will be a REACH Framework for School Counselors Database of Resources
available on the Knowledge Center for School Counselors interested in accessing lesson plans and other
documents, photos and videos of School Counselor practice. All resources will be categorized school
counseling activity, grade level and REACH domain and component.
Please see the Office of School Counseling and Postsecondary Advising Knowledge Center for resources.
You may also access the Framework for School Counselors FAQ document for additional help.
Page 64
Counselor Practice
FAQs
1. Q: If I am an elementary School Counselor but the majority of my work is case management,
which CPS Framework should I be on?
A: For school counselors who may be nominated as the case manager, it is suggested that the
school administrator and counselor discuss responsibilities and which Framework, the
CPS Framework for Educational Support Specialists (ESS) or the CPS Framework for School
Counselors, best reflects the overall work of the School Counselor, ideally when the Annual
Agreement and Evidence Based Implementation Plan are developed early in the school year.
2. Q: What student growth metrics are used for School Counselor summative REACH students
Ratings?
A: None. Counselor summative REACH Students Ratings are derived 100% from Professional
Practice.
3. Q: What evidence can school administrators and/or evaluators collect for the School Counselor
evaluation?
A: Some components of the CPS Framework for School Counselors are best demonstrated through
professional conversations (e.g. Domain 1 and Component 4a). Evidence for Domain 1: Planning
and Preparation, could include: implementation plan and/or school counseling program goals,
needs assessment, record of referrals, annual counseling calendar, school counseling core
curriculum action plan/lesson plans, small-group action plan/curriculum, pre/post-tests, flashlight
presentations, etc.
Skills described in Domain 2: The Environment, and Domain 3: Delivery of Service, are best seen
during school counseling activity observations. During this observation, the school administrator
will take notes to capture the evidence of school counselor practice, and perhaps speak with
students/audience to gauge their understanding. Capturing this evidence directly/electronically will
make the remaining steps of the process significantly more efficient, and it is strongly encouraged.
Examples of additional evidence include: daily schedules, phone logs, contact logs, annual
counseling calendar, systems for counseling duties, department meeting agendas, counselor
newsletter, pre/post-tests, individual learning plans, etc. Visit pages 8-16 of the Framework for
School Counselors Companion Guide for more recommendations.
Page 65
Counselor Practice
FAQs
4. Q: I am a School Counselor, and my evaluator is expressing difficulty finding appropriate evidence
to rate me in all components. Are there resources available to assist with the Counselor REACH
Students process?
A: Yes, the CPS Framework for School Counselors Companion Guide has a wealth of guidance
information to assist evaluators in observing and rating counselor practice, including
component definitions and examples, lists of artifacts, etc. See the Knowledge Center under
the REACH Tab and click Counselors & Case Managers.
5. Q: If my evaluator and I agree that I should be evaluated on a different framework than is listed
for me at the beginning of the year, how do we go about changing it?
A: If both the educator and evaluator agree that the Framework listed in Reflect and Learn System
is not the correct framework, the evaluator must complete the Framework Selection Form for Case
Managers.
Page 66
Additional Frameworks:
Educational Support Specialists (ESS)
and Librarians
Additional Frameworks
Non-classroom educators and Related Service Providers have Frameworks that define their disciplinespecific practices. Just like the CPS Framework for Teaching, these Frameworks will serve as road maps
for high quality practice and the foundations for administrators and managers to provide meaningful
feedback specific to what school counselors, librarians, and other educators do on a daily basis.
CPS and education professionals within the District collaboratively developed Frameworks that
describe professional practice in non-classroom settings, including the ESS and Educator-Librarian
Frameworks, as described below. Regardless of what Framework an educator is evaluated on, the
biennial or annual plan, number of evaluations, and observation cycle remains consistent. All CPS
Frameworks, Teachers and Non-Classroom Teachers, as well as related resources, can be found on the
CPS Knowledge Center.
Educational Support Specialist Framework

The CPS Framework for Educational Support Specialists (ESS) may be used for educators whose job
description does not always involve instructing groups of students while simultaneously not having a
job description that fits under the other CPS Frameworks for Non-Classroom Teachers. Examples of
educators who may opt to be evaluated under the Framework for ESS may include (not an exhaustive
list):
IB Coordinators
STEM Coordinators
Counselors who serve primarily as case managers
Instructional Coaches
Deans
Bilingual Leads
Similar to the CPS Framework for Teaching, the ESS Framework is divided into four domains, as follows:
Domain 2: The Environment - Building a Community of Learners
Domain 3: Delivery of Service and Support
Page 68
The domain weightings for the CPS Framework for Educational Support Specialists are the same as the
CPS Framework for Teaching, as noted in the chart below.
In order to be evaluated under the ESS Framework, the educator and evaluator must agree upon the
change. The evaluator must then submit a Framework Change Request Form in order for the change to
be made.
Educators evaluated using the ESS Framework will receive a final rating based solely on Professional
Practice; student growth metrics are not factored into summative REACH Students Ratings for these
educators.
Page 69
Teacher-Librarians
Teacher-Librarians have a dedicated Framework adapted from the Danielson Framework for
Library/Media Specialist.
Similar to all other CPS Frameworks, the CPS 2014 REACH Framework for Teacher-Librarians is divided
into four domains each of which is then further divided into related components. The TeacherLibrarian domains are as follows:
Domain 2: The Environment
Domain 3: Delivery of Instruction and Services
The domain weightings for Teacher-Librarians are as follows:
Unlike educators who are evaluated using the CPS Framework for Educational Support Specialists,
educators evaluated using the CPS 2014 REACH Framework for Teacher-Librarians do have student
growth metrics calculated into their summative REACH Students Ratings.
Page 70
FAQs
1. Q: Do Teacher-Librarians administer Performance Tasks and have student growth metrics
calculated into their summative REACH Students Ratings?
A: Yes, Teacher-Librarians summative REACH Students Ratings incorporate student growth metrics,
including Performance Tasks and Value-Added.
2. Q: Do Teacher-Librarians have their own REACH Framework?
A: Yes, the CPS 2014 REACH Framework for Teacher-Librarians can be accessed in the Knowledge
Center.
3. Q: Where can Teacher-Librarians access lesson plans and resources to support them in their
professional practices?
A: There are resources that have been created by Teacher-Librarian Framework Specialists to
support professional practices. They are located on the Framework Specialist page on the
Knowledge Center.
4. Q: Where can Teacher-Librarians get additional support to assist them with Components of
the CPS 2014 REACH Framework for Teacher-Librarians?
A: Teacher-Librarians can contact Lisa Perez, Library Manager, at [email protected] or 773-5536212, to be put in touch with the library coordinator who supports their schools. The Department
of Literacy: Libraries offers a wide range of consultation and professional development
opportunities for librarians.
Page 71
Evaluation Plans
Evaluation plans are determined by the educators tenure status and the previous years summative
REACH Students Ratings.
Evaluation Plans for PATs: School Year 201516 and Beyond

Most Recent Summative REACH
Students Rating
What happens the following school year?
Excellent and Proficient
Remain on Annual Plan (three formal and one informal)
Developing and Unsatisfactory
Remain on Annual Plan (three formal and one informal)

Based on Spring projections of summative REACH
Students Ratings, a principal may non-renew educators
trending toward Developing or Unsatisfactory
Inability to Rate
Will receive a default summative REACH Students Rating

of Proficient and will remain on the Annual Plan.
Evaluation Plans for PAT3s: Achieve Tenure During

School Year 201516 and Beyond
20142015 Summative REACH Students
Rating
What happens in school year 201516?
Move to Biennial Plan in SY 201516 (one formal

Educators who attain tenure after 8/25/2015 and one informal) and will be evaluated and rated in
SY 201516 and SY 201617 and will receive a
and prior to 11/1/2015 and were rated
REACH
Students Evaluation Summary Report in
Proficient or Excellent in SY 201415
SY 201617
Educators who attain tenure after 8/25/2015
and prior to 11/1/15 and were rated
Developing in SY 201415
Move to the tenured Annual Plan for SY 2015

16 (two formal and two informal) and will be
evaluated and rated in SY 201516 and will
receive a REACH Students Evaluation Summary
Report in SY 201516
Educators who attained tenure on or after

11/1/15 and were rated Developing,
Proficient or Excellent in SY 201415
Move to the tenured Annual Plan for SY 2015

16 (two formal and two informal) and will be
evaluated and rated in SY 201516 and will
receive a REACH Students Evaluation Summary
Report in SY 201516
Page 73
Evaluation Plans
Evaluation Plans for Annually Rated Tenured Educators in

School Year 20152016 and Beyond
Most Recent Summative
Move to the Biennial Plan
Developing
Remain on an Annual Plan and on a Professional Development Plan

(see pages 77-79)
Unsatisfactory
Placed on a Remediation Plan (see pages 77-79 )
Inability to Rate
Educator will receive his/her previous rating and will remain on an Annual
Plan.
Evaluation Plans for Biennially Year 1 Rated Tenured

Educators in School Year 20152016 and Beyond
Most Recent Summative
Remain on the Biennial Plan
Developing
Move to an Annual Plan and placed into a Professional Development Plan

(see pages 77-79)
Placed on a Remediation Plan (see pages 77-79 )
Unsatisfactory
Biennially rated educators Cycle will re-start in SY 20152016. Educator will be evaluated in SY 2015
with fewer than two
2016 and SY 20162017 and will receive a summative REACH Students
observations
Rating in SY 20162017
NOTE: In the event that a tenured educator in Year 2 of a Biennial Plan in 2014-15 received two
observations in Year 1, but fewer than two in Year 2 his/her plan will be determined by an estimated score.
All conducted observations and all available Student Growth scores from Year 1 and Year 2 will be used to
determine an estimated REACH Student Rating.
1. If the educators estimated REACH Students Rating is Excellent or Proficient, then the educator will
receive an Excellent or Proficient REACH Students Rating and start Year 1 of a new Biennial Plan in 201516.
2. If the educators estimated REACH Students Rating is Developing or Unsatisfactory, then the educator will
receive a Developing or Unsatisfactory REACH Students Rating and will move to an Annual Plan in 201516, but will not be placed on a Professional Development Plan or Remediation Plan.
Page 74
Probationary Appointed Teacher (PAT) Tenure Rules
If you are a Probationary Appointed Teacher (PAT), your current and prior summative REACH Students
Rating(s) have an impact on the acquisition of tenure.
For Probationary Appointed Teachers (PATs) hired before 7/1/13, the historical rules regarding tenure
acquisition remain in place through the 201516 School Year.
Tenure Acquisition for PATs Hired Before July 1, 2013

Tenure Status
20132014
20142015
20152016
PAT3 first hired for

SY 20122013
Developing or
higher
Developing*
or higher
Tenured
*PAT3s who receive a summative REACH Students Rating of Developing and achieve tenure in the summer
before the start of the next school year will be on a Professional Development Plan for their first year as a
tenured educator. See pages 77-79 for more information about Professional Development Plans.
NOTE: An Unsatisfactory summative REACH Students Rating will not allow an educator to count
that year towards tenure acquisition. Once final ratings are known, CPS will adjust tenure dates for
probationary teachers deemed unsatisfactory.
For Probationary Appointed Teachers hired after 7/1/13, the achievement of tenure is now connected
to your summative REACH Students Rating.
New Tenure Rules for All Educators Hired After July 1, 2013
Scenario
Type
Year 1
Year 2
Year 3
Year 4
Year 5
Accelerated
3 year track
Excellent
Excellent
Excellent
Tenured
Proficient in
Years 2 and 4
Developing
or higher
Proficient
or higher
Developing
or higher
Proficient
or higher
Tenured
Proficient in
Years 3 and 4
Developing
or higher
Developing
or higher
Proficient
or higher
Proficient
or higher
Tenured
NOTE: An Unsatisfactory summative REACH Students Rating will not allow an educator to count
that year towards tenure acquisition. Once final ratings are known, CPS will adjust tenure dates for
probationary teachers deemed unsatisfactory.
Page 75
Probationary Appointed Teacher (PAT) Tenure Rules
Non-Renewal
If you are a Probationary Appointed Teacher (PAT), your current summative REACH Students Rating(s)
may have an impact on whether you are subject to the non-renewal process. Principals may nonrenew PATs who are rated less than Proficient.
Principals may not non-renew PATs who are rated Proficient or better and those PATs will be
renewed (but they are subject to layoff or displacement). This means that other circumstances may
occur at the end of the budget year that may require the displacement of staff. The contractual order
of layoffs per App H of the Agreement provides the following order of layoff for teachers:
1. Unsatisfactory teachers
2. Substitute or temporary teachers
3. PATs by performance tier
4. Tenured teachers by performance tier
Page 76
Professional Development Plan and Remediation Plan
Professional Development Plan

A Professional Development Plan (PD Plan) is required for tenured educators with a summative REACH
Students Rating of Developing. This includes first year tenured educators who received a
Developing summative REACH Students Rating as a PAT3. Tenured educators under all CPS
Frameworks are subject to this process.
Within 30 school days of receiving a summative REACH Students Rating of Developing, the educator
and current evaluator co-create the PD Plan. The PD Plan must be aligned to Framework components
in which the educator was rated less than Proficient and it must include district/school supports to
improve professional practice. The educator will remain on the PD Plan for one year. Progress towards
meeting the goals in the plan are reviewed during each step of the evaluation cycle.
Exiting the PD Plan:
If the educators 201516 summative REACH Students Rating is Excellent or Proficient, the PD Plan
is concluded and the educator moves to the Biennial Plan in 201617.
If the educators 201516 Professional Practice score OR REACH Students Total Points
increases numerically (but not to Proficient or Excellent), the educator receives a summative
REACH Students Rating of Developing. The educator receives a new PD Plan in 201617.
If the educators 201516 Professional Practice score AND REACH Students Total Points stay the
same or decrease numerically, the educator receives a summative REACH Students Rating of
Unsatisfactory. The educator then begins the remediation process in 201617.
Tenured Educators and Developing Ratings

Rating
First DEVELOPING rating
Evaluation Plan
Annual Plan with

Professional
Development Plan
Second consecutive DEVELOPING rating
Annual Plan with
Professional
with improvement (based on Professional
Practice OR Total Points score)
Development Plan
Second consecutive DEVELOPING rating Unsatisfactory rating
without improvement (based on
with a Remediation Plan
Evaluation Cycle Required interval between

observations
2 Formal and 2
1 calendar month
Informal
2 Formal and 2
Informal
1 calendar month
2 Formal
Per Remediation Plan

guidelines
Professional Practice AND Total Points score)

Page 77
Remediation Plan
A Remediation Plan is required for tenured educators with a summative REACH Students Rating of
Unsatisfactory. Tenured educators under all Frameworks may be subject to this process.
Within 30 school days of receiving a summative REACH Students Rating of Unsatisfactory, the
educator, current evaluator, and consulting teacher create the Remediation Plan. The Remediation
Plan must be aligned to Framework components in which the educator was rated less than Proficient
and must include district/school supports to improve practice. In addition, a consulting teacher is
assigned to work with the educator during the term of the remediation period. The educator will
remain on the Remediation Plan for 90 school days of educator and student attendance.
During the course of the 90-day remediation period, the consulting teacher partners with the educator
undergoing remediation for 34 hours on a weekly basis to support professional growth. The educator
will be formally observed twice by the evaluator during the remediation period, once at the mid-point
and again at the end of the 90-day period. The mid-point observation will be used for formative
purposes to help the educator focus the second half of the remediation period on those areas of
practice most in need of development. The 90-day observation will determine whether he/she has
achieved proficiency. At the conclusion of the remediation period, the educator receives a summative
REACH Students Rating based on Professional Practice, using component-level ratings from the
observation.
For purposes of the remediation process, proficiency will be calculated using component-level ratings
of practice as determined by the evaluators final observation, as well as component-level ratings for
Components 4b4e. Domain weightings will be applied consistent with current practice; student
growth scores are not considered when calculating the remediation summative REACH Students
Rating.
The process for exiting the Remediation Plan is as follows:
If the educators summative REACH Students Rating at the end of the remediation period is
Excellent or Proficient, the Remediation Plan is concluded. No additional REACH Student
observations are required. The educator will be placed on an Annual Plan for the following School
Year.
If, at the conclusion of the remediation period, the educators summative REACH Students Rating is
Developing or Unsatisfactory, dismissal proceedings will commence which may result in separation
from CPS employment.
Page 78
The Professional Development and Remediation Plans are summarized in the table below.
Professional Development Plan
(Developing)
Remediation Plan
(Unsatisfactory)
Created
Within 30 school days after summative

REACH Students Rating is issued
Within 30 school days after summative

REACH Students Rating is issued
Duration
One school year
90 school days of educator and student

attendance
Support
Exiting
the
Plan*
Includes support from the school/

district as described in PDP
Evaluator & educator co-create plan
PDP reviewed at each REACH
observation
Includes support from the

school/district
Includes the assignment of a
consulting teacher who creates plan

with evaluator and educator
Two Formal Observations required
during remediation time span; plan
reviewed throughout the remediation
period
Remains on plan until summative REACH Requires a Proficient or Excellent rating on
Students Rating increases to Proficient or the last Formal Observation to maintain
Excellent
employment
*A tenured teacher on a Professional Development Plan who is rated Developing for two or more
consecutive years will be placed on a revised Professional Development Plan. A teacher whose REACH
Students Total Points are in the Developing range, but whose Professional Practice Points or REACH
Students Total Points do not improve from the prior evaluation will be rated Unsatisfactory and
placed on a Remediation Plan.
Page 79
Teacher Quality Pool
What Is The Teacher Quality Pool?

The Teacher Quality Pool (TQP) is a pool of pre-qualified educators from which the Board will do all
hiring of educators. As part of the agreement with the Chicago Teachers Union, applicants must
successfully complete the Teacher Quality Pool selection process to be eligible for hire. Applicants
remain eligible and in the pool for two years.
Tenured educators with a rating of Excellent or Superior (201112) or summative REACH Students
Rating of Proficient or Excellent (2012-13 and beyond) who are laid off are granted automatic
acceptance into the pool. These individuals receive notice of their automatic acceptance in their layoff
letter. All other laid off employees and all candidates new to CPS are required to be pre-screened.
Eligibility in the Teacher Quality Pool is not a required for current educators transferring to other
schools within the District.
The Teacher Quality Pool is an ongoing process and screenings occur year round. There are two
groups of educators that may apply to the TQP:
Group One - Former CPS employees that must complete the TQP application process include:
Former laid off tenured who have been outside the District for more than two years
Former tenured educators with a rating of Satisfactory (201112) or a summative REACH
Students Rating of Developing (201213 and beyond)
Laid off or non-renewed probationary appointed and/or temporary assigned teachers
Non-tenured rehires
Current or Former Substitute Teachers desiring to be a full-time Teacher
ESP/PSRP transferring to Teacher Positions
Impacted Part-Time Teachers
Page 80
Teacher Quality Pool
Group Two - Those brand new to CPS who have never been employed by the district in any capacity
What is the TQP process?

The Teacher Quality Pool application is located at www.cps.edu/careers.
Group One - Former CPS Employees

Two Application Requirements:
1. Two Administrator* recommendations
2. Completion of an in-person selection
Group Two New to CPS

Two Application Requirements:
1. Two Administrator* recommendations
OR if the applicant is a NBCT, a copy of
that certification.
2. Completion of an in-person selection
Based on the above application requirements, applicants will be accepted or denied entry into the
quality pool, Talent will notify individuals via e-mail of their TQP status.
Eligibility is good for two years. Should additional steps be required after two years, you will be
contacted by the Talent Office.
*An Administrator is defined as a person who has supervised a candidates teaching practice within the
five years preceding application to the pool and has personal knowledge of his/her teaching experience.
Administrators may include a Principal, Assistant Principal, Cooperating Teacher, College or University
Field Supervisor, Program Supervisor or other educational administrator.
Recommendation Form
Recommendation aligns to CPS
Framework for Teacher:
Planning and Preparation

The Classroom Environment
Instructional Delivery
Page 81
Grievance and Appeals Process
Grievance Process
A grievance cannot be filed until after release of the REACH Students Evaluation Summary Report in
the Reflect and Learn System. Educators have 45 school days from receipt of the REACH Students
Evaluation Summary Report to file a grievance if he/she believes that a procedural mistake that could
affect their overall rating occurred during the evaluation process. The teacher may ask CTU for
assistance with the Grievance Process or file the grievance on his/her own. All grievances alleging
procedural errors in the ratings process should be filed directly with the Office of Employee
Engagement at Central Office, and not with the principal.
Appeals Process
For the 201516 School Year, any educator who receives an Unsatisfactory summative REACH
Students Rating may appeal to a 4 member appeals committee of certified evaluators selected by CTU
and CPS. Educators who wish to appeal must file a Notice of Intent in the
Reflect and Learn System within 10 days of receipt of their REACH Students Evaluation Summary
Report and then submit evidence related to the appeal within 30 days of receiving their REACH
Students Evaluation Summary Report. The filing of an appeal does not delay remediation or forestall
any actions, such as non-renewal or layoff, but if the appeal is won, any actions determined to be the
result of a faulty rating will be reversed.
Appellants will be asked to summarize the basis for their appeal and to provide evidence that falls into
one or more of the following areas:
Evidence used by evaluator does not match component scoring
Evidence used by evaluator is missing or not considered
Teachers did not have to opportunity to contribute their thoughts during Pre- or Post-Observation
Conferences
Ratings are based on observation notes that reflect evaluator bias, subjectivity, or interpretation
Student particularities and/or classroom needs were not addressed by evaluator
Evaluator is biased
Other
Page 82
Grievance and Appeals Process
All PATs who receive an Unsatisfactory summative REACH Students Rating may file an appeal. If their
appeal is granted, the Unsatisfactory summative REACH Students Rating will be replaced with an
Emerging rating of 250 which is the lower part of Developing. The Developing summative REACH
Students Rating will not reverse a non-renewal. If the appeal is denied the Unsatisfactory summative
REACH Students Rating stands.
All tenured educators who receive an Unsatisfactory summative REACH Students Rating may file an
appeal. If their appeal is granted, the Unsatisfactory summative REACH Students Rating will be
replaced with an Emerging rating of 250 which is the lower part of Developing. Since their summative
REACH Students Rating is Developing, a Professional Development Plan will replace their Remediation
Plan for the remainder of the school year.
For details about the Appeals Process, see Article 39-9 of the Collective Bargaining Agreement.
Page 83
FAQs
1. Q: Can a tenured educators Evaluation Plan change depending on his/her rating?
A: Yes, for example, a tenured educator on an Annual Plan (because he/she was last rated
Unsatisfactory or Developing) who is rated Proficient will convert to a Biennial Plan.
2. Q: Do new tenure rules apply to PATs hired prior to July 1, 2013?
A: No, new tenured rules apply to teachers hired after July 1, 2013. Information regarding tenure
rules for PATs hired before and after July 1, 2013 are contained in Articles 23-4 and 23-5 of the
CPS/CTU Collective Bargaining Agreement.
3. Q: Are Temporarily Assigned Teachers (TATs) evaluated under REACH Students? Does time
worked as a TAT count toward tenure?
A: TATs are no longer evaluated under REACH Students. No, time worked as a TAT does not count
towards tenure.
4. Q: Do previously tenured teachers who become part-time teachers lose their tenure?
A: Yes, they do. Part-time teachers cannot achieve tenure while working part-time and have no
tenure rights while in part-time status. Formerly tenured teachers who become part-time will have
tenured restored when they return to a full-time permanent position if: (1) they return to a fulltime permanent teaching position without a break in service; or, (2) they return to a full-time
permanent teacher position after an involuntary break-in-service (i.e., a layoff or honorable
termination) of no more than 2 years; or, (3) they return to a full-time teacher position after a
voluntary break-in-service (i.e., a resignation) of no more than one calendar year. A break in
service means any separation from any CPS employment (regardless of length of time). As
described above, the consequences to a teachers tenure status depend on whether the break in
service is voluntary or involuntary and the length of the break.
Page 84
FAQs
5. Q: How does a teacher become Non-Renewed?
A: A Probationary Appointed Teacher (PAT) becomes non-renewed from his/her position based on
recommendations from principals. These recommendations are then approved by the Chief Executive
Officer and then the Board of Education. Teachers in the process of completing their probationary
period may be non-renewed if their performance for the school year is rated less than proficient
pursuant to Article 23-3.3 of the CTU Agreement. A non-renewed probationary teacher will not return
to their current school for the following school year, but is eligible for re-employment by the district.
6. Q: What if I would rather resign than be considered Non-Renewed?
A: Pursuant to the CTU Agreement, a probationary teacher who is not recommended for
reappointment shall be afforded the opportunity to submit a resignation. Within ten days of the receipt
of the summative evaluation that confirms that you have not been rated proficient or better you may
submit an Application for Resignation.
Important Note: Choosing to resign will result in a loss of accrued time toward tenure and you will not
be eligible for unemployment. Any subsequent reappointment to a teaching position would begin a
new probationary period.
Page 85
Resources
Resources
CPS Knowledge Center
The CPS Knowledge Center (KC) serves as a district resource for both educators and administrators.
Educators can find valuable information regarding the Common Core, CPS Frameworks, Content Areas,
Assessments, and REACH. The following are guidelines on how to navigate the KC:
1. Go to kc.cps.edu and use your CPS username and password to sign in.
2. Search for resources based on your job.
3. Scan and click the horizontal navigation bar.
4. View the KC blog for the latest news, announcements, and spotlights.

Page 87
Resources
CPS Knowledge Center
5. View the automatic scroll bar located at the top of the KC home page, or manually scroll by
clicking the arrows, for important announcements.
6. Enter any term in the search bar located in the upper-right hand corner of the screen.
Classroom Educators can find:

CPS Framework for Teaching Companion Guide, Arts Addendum, English Language Learner
Addendum, Physical Education Addendum, Preschool Addendum, and Special Education
Addendum.
Non-Classroom Educators can find:
School Counselors: Framework | Companion Guide
Educational Support Specialists: Framework | Evidence Guide: IB Coordinators
Teacher-Librarians: Framework
Related Service Providers can find:
School Nursing: Framework | Companion Guide
Psychology: Framework | Companion Guide
Social Work: Framework | Companion Guide
Speech-Language Pathology: Framework | Companion Guide

Page 88
Resources
Framework Supports
The Framework Specialists

have created hundreds of
resources and videos to
support teachers and
principals with the CPS
Framework for Teaching.
All of our materials are
posted to the CPS
Knowledge Center
(kc.cps.edu).
Access our materials from
the KC homepage, or use
the direct links below.
Downloadable Resources/Videos/PD
Our Resource Database
Pre-Packaged Framework PD
Weekly Framework Tips/Focus on the Framework
Column
Framework for Teaching Component Pages
cps.edu/kc-1a
cps.edu/kc-1b
cps.edu/kc-2a
cps.edu/kc-1c
cps.edu/kc-2b
cps.edu/kc-1d
cps.edu/kc-2c
cps.edu/kc-1e
cps.edu/kc-2d
cps.edu/kc-FrameworkResources
cps.edu/FrameworkPD
tinyurl.com/FrameworkTips
cps.edu/kc-3a
cps.edu/kc-3b
cps.edu/kc-3c
cps.edu/kc-3d
cps.edu/kc-3e
cps.edu/kc-4a
cps.edu/kc-4b
cps.edu/kc-4c
cps.edu/kc-4d
cps.edu/kc-4e
Upcoming PD Sessions
Monthly Framework for Teaching PD
Tinyurl.com/FrameworkPD
Summer and Saturday Framework Fests
Tinyurl.com/FrameworkFest
@ 2015, Chicago Public Schools. All Rights Reserved.
Page 89

Resources
Chicago Teachers Union Quest Center
Chicago Teachers Union Quest Center

Celebrating its 20th anniversary in 2012, the Chicago Teachers Union Quest Center was launched with
the assistance of a generous grant from the John D. and Catherine T. MacArthur Foundation. The CTU
Quest Center has been instrumental in supporting teachers and paraprofessionals in their
development as educators. Experienced Quest Center staff facilitate research-based, job-embedded,
meaningful professional development that has the potential to positively impact student achievement.
For more information go to the Quest Center for school year 20152016 first semester professional
learning opportunities offered by the Chicago Teachers Union Quest Center.
Page 90
Appendices
Table of Contents
Appendix A
CPS 201516 REACH Professional Learning Opportunities
Appendix B
201516 REACH Worksheet
Educators are encouraged to record individualized REACH information for their reference.
Appendix A: CPS 2015-16 REACH Professional Learning

Opportunities
Framework for Teaching
Professional Learning 2015-16
Monthly Framework for Teaching Professional Learning
What is it? REACH PL is designed for teachers to spend several months examining critical
topics of best practice (see list below). Each topic strand has 4 sessions to help teachers
improve their instruction over time. Topic strands include:
planning
student ownership
management
differentiation
discussions
assessment
tech integration
Session specifics:
Please visit www.tinyurl.com/FrameworkPD for the most up to date information
2015-16 dates:
All sessions are after school from 4:30-6:30pm. Sessions will be offered at north side and south
side locations. Locations TBD.
October 6th, 7th

December 1st, 2nd
February 2nd, 3rd
April 5th, 6th
November 3rd, 4th

January 5th, 6th
March 1st, 2nd
May 3rd, 4th
Saturday Framework Fests

What is it? Framework Fest is a day of professional learning about teaching best practice. All
sessions are facilitated by CPS teachers and cover a large range of topics related to the CPS
Framework for Teaching.
2015-16 dates:
Participants self-select breakout sessions based on their specific instructional goals.
Participants can attend or full day. Locations TBD.
Saturday, September 19th

Saturday, January 23rd
Saturday, March 26th
Saturday, October 24th

Saturday, February 20th
Session specifics:
Please visit www.tinyurl.com/FrameworkFest for the most up to date information regarding
session topics check back often as new sessions get developed regularly!
Appendix B: 2015-16 REACH Worksheet
REACH
Appendix B: 2015-16 REACH Worksheet
REACH
Formal,or,Informal?,
or
How$to$Score$PTs$in$CIM
Chicago Public Schools Vision

Every Chicago Public Schools student in every neighborhood
will be engaged in a rigorous, well-rounded instructional program and will graduate
prepared for success in college, career and life.
Chicago Public Schools

42 West Madison Street
Chicago, Illinois 60602
cps.edu

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Educator

REACH Students Overview

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

Educator Evaluation Handbook

REACH Students Overview

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

Educator Evaluation Handbook

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

REACH Students Overview

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

REACH Students Overview

The Illinois Context: Performance Evaluation Reform Act

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

REACH Students Overview

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

REACH Students Overview

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

REACH Students Overview

School Social Work

Educational Support Specialists

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

REACH Students Overview

Student Growth Notes

Value Added Notes

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

REACH Students Overview

Performance Task Notes

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

REACH Students Overview

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

REACH Students Overview

Educator Evaluation Handbook 201516

The Four Domains

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

2015, Chicago Public Schools. All Rights Reserved.

Educator Evaluation Handbook 201516

Domain and Component Table

Domain 1: Planning and Preparation

Domain 2: Classroom Environment

1a: Demonstrating Knowledge of Content

2a: Creating an Environment of Respect

1b: Demonstrating Knowledge of Students

2b: Establishing a Culture for Learning

1c: Selecting Learning Objectives

2c: Managing Classroom Procedures

1d: Designing Coherent Instruction

2d: Managing Student Behavior