Instructions to school districts: Please complete the entire ADEPT Plan template, as indicated below, and return the completed planalong with a copy of the district’s school calendar for 2013–14 as e-mail attachments to Kathy McCoy, ADEPT Administrative Specialist, at .The deadline for submission is June 1, 2013. Thank you.

School district: Darlington County School District
Date of submission of plan: May 31, 2013
Name of administrator submitting plan: Jean J. McLellan
Title/positionof administrator submitting the plan: ADEPT /Recruitment Coordinator
Phone number: 843-398-2304 E-mail address:

The school district proposes the following plan for complying with the ADEPT requirements specified in

  • the ADEPT statute (§§ 59-26-30 and 59-26-40 of the South Carolina Code of Laws), available online at
  • the ADEPT regulation (R 43-205.1), available online at and
  • the ADEPT Guidelines (available online at

1

The district will use the following professional standards to evaluate and promote teacher performance and effectiveness: (For each of the four groups of educators listed below, check the performance standards that the district will use.)

Educators / The district proposes using the following standards:
ADEPT Performance Standards
(see Appendix A) / Alternate Performance Standards*
(see endnote below) / PILOTProject
Classroom-Based Teachers / x
School Guidance Counselors / x
LibraryMedia Specialists / x
Speech-Language Therapists / x

* If the district proposes using alternate performance standards, the district must provide a list and accompanying description of the standards. Also, to establish equivalency, the district must develop and include a crosswalk that shows the alignment between each of the ADEPT Performance Standards and the district’s proposed performance standards. The district must receive approval from the South Carolina Department of Education (SCDE) prior to implementing alternate standards.When reporting results to the SCDE, the district must use the approved alignment crosswalk to convert all alternate performance standards data to the ADEPT Performance Standards reporting format.

District Comments about Performance Standards(optional)

1

The school district will provide an induction and mentoring program for all beginning classroom-based teachers and professional support specialists (i.e., library media specialists, school guidance counselors, and speech-language therapists)in order to increase the effectiveness and promote the retention of novice educators. Through its induction and mentoring program, the district will provide assistance and support to beginning educators, consistent with the requirements of the 2006 South Carolina Induction and Mentoring Program Implementation Guidelines and the June 18, 2012 Amendments to the ADEPT Statute to include the variable induction-contract period (see a summary of the Guidelines in Appendix B).

Induction and Mentoring Program for Beginning Educators

The district will implement the following Induction and Mentoring Plan for beginning educators and verify that this plan meets all Key Elements, as described in Appendix B:(check one of the following options)

XThe district will continue to implement its current SCDE-approved Induction and Mentoring Plan to include program amendments which incorporate the district’s plan to support Induction Year 2 teachers as described in the section below.

The district has developed a new Induction and Mentoring Plan for 2013–14. (NOTE: One electronic copy and four hard copies of theproposed Induction and Mentoring Plan must be submitted. The plan must be approved by the SCDE prior to implementation.)

Induction Year 2 Teachers

Note:All districts must develop a process for facilitating the support of Induction Year 2 teachers, as described in the requirements of the Formative Evaluation for Induction-Contract Educators chart in Appendix B.

XA brief description of the plans to provide support and assistance to Induction 2 teachers is provided here. The Darlington County School District plans to provide support and assistance to Induction 2 teachers through an Induction Assurance Checklist, formative assessment through a district Plan of Assistance, the appointment of a mentor, a Professional Development Plan, and continued “practice” with the components of the ADEPT summative evaluation system appropriate for the teacher, guidance counselor, speech therapist, or media specialist.

District Comments about Induction and Mentoring(optional)

1

The district will use the following formal evaluation models to evaluate teacher performance and effectiveness: (For each of the four groups of educators listed below, check the evaluation model that the district will use.)

Educators / The district proposes using the following formal evaluation models:
ADEPT / Alternate Formal Evaluation Model*
(see endnote below) / PILOT Project
Classroom-Based Teachers
In order to pass the formal evaluation, teachers must pass all four domains. / X
SAFE-T
School Guidance Counselors
In order to pass the formal evaluation, school guidance counselors must pass all seven of their performance standards. / X
2003 ADEPT Model
Library Media Specialists
In order to pass the formal evaluation, library media specialists must pass ADEPT Performance Standard/Dimension3
(Collaborating for Instruction and Services) and at least five of their remaining six standards.
In / X
2003 ADEPT Model
Speech-Language Therapists
In order to pass the formal evaluation, speech-language therapists must pass at least nine of their performance standards. / X
2003 ADEPT Model

* If the district proposes using one or more alternate formal evaluation models(NOTE: Pilot districts do not have to provide a description of this information), the district must provide a comprehensive evaluation guide for each proposed model. Alternate evaluation models for teachers (including special area educators) must meet all current requirements of the ADEPT statute, regulation, and guidelines (see page 1 of this document for online links). A partial summary of these requirements is provided in Appendix C.

The district must report all formal evaluation results to the SCDE in a format that is consistent with the state’s ADEPT formal evaluation models.

The district must receive approval from the SCDE prior to implementing an alternate formal evaluation model(NOTE: Pilot project participants do not have to submit this information regarding implementation of the pilot evaluation models).

District Comments about Formal Evaluation(optional)

1

School district: / Darlington County School District
  1. Please submit a copy of your district’s 2013-14 school year calendar along with this plan.
  2. The district is required to disseminate this approved timeline to all educators and evaluators who are involved in the formal evaluation process during the 2013–14 school year.
  3. The district is responsible for developing and disseminating timelines for collecting additional data that apply to special area personnel (i.e., library media specialists, school guidance counselors, and speech-language therapists, respectively) if any of these educators are undergoing formal evaluation in the district during the 2013–14school year.
  4. Note: Pilot districts must use the same evaluation timeline dates for implementation of the selected pilot evaluation model. All participants in the evaluation process must be given a copy of the appropriate evaluation timeline.

District Calendar for 2013–14 / Date
Beginning date for teachers for the 2013–14 school year / 8/13/2013
Beginning date for students for the 2013–14 school year / 8/19/2013
Prerequisites
(These activities must be accomplished prior to the beginning of the preliminary evaluation cycle.) / Date
Evaluator selection, assignment, and briefings / 8/13/2013
Orientation(s) for educators scheduled for formal (summative) evaluation / 8/15/2013
Preliminary Evaluation Cycle
(Minimum length* = 45 student attendance days, beginning after the date that the teachers receive their orientation to the formal evaluation process. See endnote.) / Date
Beginning date of the Preliminary Evaluation Cycle (Must be after the teacher orientation.) / 8/19/2013
Deadline for submitting the Long-Range Plan(s)
Beginning date for integral classroom observations / 9/3/2013
Deadline for submitting the (SAFE-T)
  • Unit Work Sample (TT2),
  • Professional Self-Assessment (TT4), and
  • Professional Performance Review(s) (ET2)
/ 11/11/2013
Ending date for integral classroom observations
Teachers have seven calendar days to submit the related lesson reflection to the team chair for inclusion in the dossier. As a result, the deadline for conducting preliminary evaluation consensus meetings must allow teachers to submit the final reflection, and the evaluation team to review the completed dossier prior to the consensus meeting. / 11/4/2013
Deadline for conducting preliminary evaluation consensus meetings / 11/13/2013
Deadline for conducting preliminary evaluation conferences with teachers (A copy of the consensus-based preliminary Evaluation Summary—ET3—must be provided to the teacher.) / 11/15/2013
Final Evaluation Cycle
(Minimum length* = 45 student attendance days, beginning after the date that the teachers’ preliminary conferences have been held. See endnote.) / Date
Beginning date of the Final Evaluation Cycle / 11/18/2013
Deadline for submitting the Long-Range Plan(s), if required.
Beginning date for integral classroom observations for teachers who are required to submit LRP(s) for the Final Evaluation Cycle / 12/2/2013
Beginning date for integral classroom observations for teachers who are not required to submit LRP(s) for the Final Evaluation Cycle / 11/18/2013
Deadline for submission of (SAFE-T)
  • the Unit Work Sample (TT2), if required,
  • the Professional Self-Assessment (TT4), if required, and
  • the Professional Performance Review(s) (ET2)
/ 2/6/2014
Ending date for integral classroom observations
Teachers have seven calendar days to submit the related lesson reflection to the team chair for inclusion in the dossier. As a result, the deadline for conducting preliminary evaluation consensus meetings must allow teachers to submit the final reflection and the evaluation team to review the completed dossier prior to the consensus meeting. / 2/7/2014
Deadline for conducting final evaluation consensus meetings / 2/14/2014
Deadline for conducting final evaluation conferences with teachers(A copy of the consensus-based final Evaluation Summary—ET3—must be provided to the teacher.) / 2/17/2014
Deadline for submitting evaluation summaries to the district office / 2/19/2014

*The number of days for the year’s evaluation process (Preliminary Evaluation Cycle + Final Evaluation Cycle) must total at least 90 student attendance days.

1

Districts may provide diagnostic assistance to educators at the annual-contract level who need additional individualized support as an interim step prior to formal (summative) evaluation. Annual-contract educators may receive a diagnostic assistance year either prior to their first formal (summative) evaluation or prior to their second formal (summative) evaluation. Employment and dismissal provisions do not apply to educators during their annual-contract diagnostic assistance year. At the end of the diagnostic assistance year, the district may employ the educator at the annual-contract level (under formal, summative evaluation) or terminate the educator’s employment. If employment is terminated, the educator may seek employment in another school district at the annual-contract level (under formal, summative evaluation).

At a minimum, the diagnostic assistance process must meet the requirements of the ADEPT Guidelines in terms of (1) developing an appropriate competence-building professional growth and development plan for the educator, (2) assigning a mentor to assist the educator, and (3) providing appropriate opportunities and time for the educator and the mentor to carry out the provisions of the plan.

Diagnostic Assistance(check one of the following options)

The school district will implement the ADEPT Guidelines for providing diagnostic assistance to eligible classroom-based teachers, library media specialists, school guidance counselors, and speech-language therapists at the annual-contract level.

The school district offers an alternative proposal regarding diagnostic assistance for eligible annual-contract educators. (A detailed description of the district’s proposal must be provided. Approval is required prior to implementation.)

XThe school district elects not to offer diagnostic assistance.

District Comments about Diagnostic Assistance(optional)

1

I

Goals-based evaluation (GBE) is the ongoing professional growth and development phase of ADEPT that is appropriate for educators at the annual- and continuing-contract levels who have successfully completed an ADEPT formal (summative) evaluation and who do not require an additional comprehensive formal (summative) evaluation.

Goals-Based Evaluation (GBE)(check one of the following options)

XThe district will implement the state’s GBE model, as follows:

Educators will engage in research and development(R&D)GBE if no performance weaknesses are evidenced.

Educators will engage in competence-building (C-B)GBE if performance weaknesses have been evidenced and documented over time.

Comments: (optional)

The district proposes an alternatemodelfor promoting educators’ continuous professional growth and development. (A detailed description of the district’s proposal must be provided. Approval is required prior to implementation.)

Pilot Participants Only

Project Based Inquiry & Study (PBIS) is the ongoing professional growth practice of facilitating the educator’s impact beyond a single classroom and into the education community by encouraging collaboration among professionals. This process is most similar to the Goals-Based Evaluation (GBE) process. The intended result is to advance the effectiveness of not only the teacher, but also the profession. It is designed to serve two purposes:

  1. To monitor and ensure ongoing teaching effectiveness, and
  2. To facilitate the development of exemplary professional practices through Project Based Inquiry and Study collaborations.

ADEPT Pilot only: ProjectBased Inquiry & Study (PBIS)

The school district will implement the ProjectBased Inquiry and Study (PBIS) process.

Comments: (optional)

Focused Goals-Based Evaluation (F-GBE) specifically focuses on one or more Key Elements that have been identified as an area(s) of need based on documentation collected over time. This process is most similar to the Diagnostic Assistance process. The F-GBE process engages the educator in direct “focused” attentiontoat least oneand “up to four”of the Key Elements from the Enhanced ADEPT rubric, and not more thantwo full APSs. If more than four Key Elements or two complete APSs warrant focused attention, it is recommended that the educator be considered for a summative evaluation, under the allowable situations and with appropriate documentation. It is designed to serve two purposes:

  1. To enhance or increase and support ongoing teaching effectiveness, and
  2. To promote educator growth in specific and targeted areas to increase effectiveness.

ADEPT Pilot only: Focused GBE

The school district will implement the Focused GBE process.

Comments: (optional)

  1. Career and Technology Education (CATE) Centers.(Check one of the following options.)

There are no CATE centers that will participate in the district’s ADEPT plan or in the district’s ADEPT Data System (ADS) reporting.

XThe following CATE centers will participate in the district’s ADEPT plan and/or in the district’s ADEPT Data System (ADS) reporting:(Please list all CATE centers for whichthe district will assume ADEPT-related responsibilities.)

Darlington County Institute of Technology

  1. Charter Schools.A charter school may elect to participate in the ADEPT system under the sponsorship of a public school district. If the charter school elects to implement the ADEPT system, the following requirements apply:
  2. The contract between the charter school and its sponsoring school district must include an ADEPT provision.The ADEPT provision must address the charter school’s responsibilities for ensuring the fidelity of implementation of the ADEPT system. The ADEPT provision also must address the district’s responsibilities in terms of staff training and program implementation. At a minimum, the district must agree to disseminate all ADEPT-related information from the SCDE to the charter school and to report charter school teacher data to the SCDE.
  3. All certified teachers in the charter school must be assisted and evaluated in accordance with the sponsoring school district’s approved ADEPT plan (Sections I–VI). If the charter school does not issue teacher contracts, each teacher’s ADEPT requirements must bedetermined based on the teacher’s prior experience and ADEPT history. That is, “What contract level would the teacher be eligible for, and what ADEPT process would the teacher undergo, if the teacher were employed in a traditional public school in the district?”

Charter School Participation(Check one of the following options.)

XThere are no charter schools that will participate in the district’s ADEPT plan.

The district has entered into a formal agreement, consistent with Section XI.C of the ADEPT regulation (R 43-205.1), to have the following charter school(s) participate in the district’s ADEPT plan: (Please list all participating charter schools in the chart below.)

Name of the charter School / Approved Evaluation Model for the charter School
SAFE-T / TAP / Pilot Project / Alternate Evaluation Model
  1. Teacher Advancement Program/Teacher Incentive Fund (TAP/TIF)Participation (Check one of the following options.)

There are no schools in the district that will implement the TAP/TIF model.

XThe following school(s) in the district plan to implement the TAP/TIF model: (Please list all participating schools.)

Hartsville Middle School, Rosenwald Elementary/Middle School, West Hartsville Elementary, Thornwell School for the Arts, Spaulding Elementary School, Brunson-Dargan Elementary School

  1. School Improvement Grant (SIG) Schools(Check one of the following options.)

XThere are no SIG schools in the district.