Consistently outperformed benchmarks set by Harrah's and Caesars related to revenue and
measurable objectives related to job performance.
Not exact matches
An individual professional development plan must be
related to specific performance data for the students to whom the teacher is assigned, define the inservice
objectives and specific
measurable improvements expected in student performance as a result of the inservice activity, and include an evaluation component that determines the effectiveness of the professional development plan.
Denver Public Schools has been using SGOs for many years; their 2008 - 2009 Teacher Handbook states that an SGO must be «focused on the expected growth of [a teacher's] students in areas identified in collaboration with their principal,» as well as that the
objectives must be «Job - based;
Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly
related to the teacher evaluation process; [and] Recorded online» (for more information click here).
According to the statute, an IEP must include, in writing, «a statement of the child's present levels of educational performance...; a statement of
measurable annual goals, including benchmarks or short - term
objectives...; a statement of the special education and
related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child... to advance appropriately toward attaining the annual goals...; [and] the projected date for the beginning of the services and modifications... and the anticipated frequency, location, and duration of those services and modifications.»