# data[].attributes.headline
Because this has become more of a process of ongoing discussion, will we meet with our evaluator earlier in the year than the previous process?

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Because this has become more of a process of ongoing discussion, will we meet with our evaluator earlier in the year than the previous process?

# data[].attributes.body
can you "nest" your goals as in the past- as in, have the same goal for 3.1 and 6.1?

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Do you have to keep track of all formative assessments? If it's done during small group and we give feedback real time, do we need to have some kind of record of what was talked about with each student?

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In our current reading curriculum, we don't have unit assessments, nor is our curriculum aligned with state standards!  How are we supposed to reasonably pick goals before we adopt our new curriculum?

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In our current reading curriculum, we don't have unit assessments, nor is our curriculum aligned with state standards!  How are we supposed to reasonably pick goals before we adopt our new curriculum?

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what tools does the district approve for data points for reading other than iReady, F&P, and WTW Screener for upper grades?

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what tools does the district approve for data points for reading other than iReady, F&P, and WTW Screener for upper grades?

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Are some teachers still on focused and others on comprehensive? Or are we all on the same path now?

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How many units would we focus on throughout the year to do the formative + summative cycle?

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How many units would we focus on throughout the year to do the formative + summative cycle?

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How is this actually measured fairly and objectively?

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Is their more documentation or is it meeting discussion based

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Is their more documentation or is it meeting discussion based

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If someone had a rating of 'distinguished' in the 2022-2023 year, will they possibly be starting as 'proficient' on the next evaluation cycle? Even though a person on 'distinguished' would not move down?

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If someone had a rating of 'distinguished' in the 2022-2023 year, will they possibly be starting as 'proficient' on the next evaluation cycle? Even though a person on 'distinguished' would not move down?

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I am wondering why district feels there is a need for focus and how district feels change will overall benefit our students vs. teachers

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I am wondering why district feels there is a need for focus and how district feels change will overall benefit our students vs. teachers

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Will we see sample goals to help us see the format in which they should be written?

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Will we see sample goals to help us see the format in which they should be written?

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How to create REAL, action based goals based on the data we see.

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What are the specific points of data for the goal setting process?

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What are the specific points of data for the goal setting process?

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When reviewing the materials, this felt like a more authentic and worthwhile process. I wonder if this will prove to be true.

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When reviewing the materials, this felt like a more authentic and worthwhile process. I wonder if this will prove to be true.

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What will this look like for support staff?

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How do student results impact my overall score?

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How might this be different for specialists?

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How is this different from our previous evaluation system? Is it the same "grading scale"? How do we gather appropriate data that matches our goals (if it's drastically different than the previous process)?

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W
How much work will it be?

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For LRC students, does the gen ed teacher or the special ed teacher track the growth?

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will this align with our current assessments

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will this align with our current assessments

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What will the process look like?

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What subject is our focus area?

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I'm wondering how many and which assessments we will need to use to determine whether we've met our goal.

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I'm wondering how many and which assessments we will need to use to determine whether we've met our goal.

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How does this relate to special education students?

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I am wondering if this process, with an emphasis on the goal setting "process", will require considerable more time for me and for my evaluator.

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I am wondering if this process, with an emphasis on the goal setting "process", will require considerable more time for me and for my evaluator.

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Will the focus be more on the strengths that students have and building off of those?

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How many times will we meet with our evaluator in one school year? When?  

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How many times will we meet with our evaluator in one school year? When?  