Final 2013–14 IMPACT Report

What is the purpose of this report?

prepared for
This report summarizes all of your IMPACT information, including your final IMPACT score
Robinson, Margaret
and rating.
Leigh
Thomson ES
What are the components of my evaluation?
IMPACT Group 2
 Teaching and Learning Framework (TLF) — This is a measure of your instructional
FINAL RATING Highly
expertise.
Effective
 Teacher-Assessed Student Achievement Data (TAS) — This is a measure of your
students’ learning over the course of the year, as evidenced by rigorous assessments
other than the DC CAS.

 Commitment to the School Community (CSC) — This is a measure of the extent to

which you support and collaborate with your school community.

 Core Professionalism (CP) — This is a measure of four basic professional requirements for all
school-based personnel. This component is scored differently from the others, which is why it is not
represented in the pie chart.

IMPACT COMPONENTS FOR GROUP 2

CSC
10%
Teaching and Learning Framework (TLF)
TAS
15% Teacher-Assessed Student Achievement Data (TAS)
TLF Commitment to the School Community (CSC)
75%

1
IMPACT: THE DCPS EFFECTIVENESS ASSESSMENT SYSTEM
FOR SCHOOL-BASED PERSONNEL
 Robinson, Margaret
Leigh
Final 2013–14 IMPACT Report Thomson ES

ADMIN ADMIN ADMIN OVERALL

CYCLE CYCLE CYCLE ME CYCLE ME CYCLE (Average WEIGHTED
TEACHING AND LEARNING FRAMEWORK (TLF) ENDS 12/19 ENDS 3/6 ENDS 6/12 ENDS 2/13 ENDS 6/12 of Cycles) WEIGHT SCORE
TLF SCORE (Average of Teach 1 to Teach 9) Informal 3.66 3.77 2.77 3.55 3.44 X 75 = 258
Teach 1: Lead Well-Organized Objective-Driven Lessons 4.0 4.0 3.0 3.0
Teach 2: Explain Content Clearly 3.0 3.0 3.0 3.0
Teach 3: Engage Students at all Learning Levels 4.0 4.0 3.0 4.0
Teach 4: Provide Students Multiple Ways to Move Toward
Mastery 3.0 4.0 4.0 4.0

Teach 5: Check for Student Understanding 4.0 4.0 4.0 3.0

Teach 6: Respond to Student Understanding 4.0 3.0 1.0 3.0
Teach 7: Develop Higher-Level Understanding 3.0 4.0 1.0 4.0
Teach 8: Maximize Instructional Time 4.0 4.0 3.0 4.0
Teach 9: Build a Supportive, Learning-Focused Classroom 4.0 4.0 3.0 4.0

OVERALL WEIGHTED
TEACHER-ASSESSED STUDENT ACHIEVEMENT DATA (TAS) (1.0 to 4.0) WEIGHT SCORE
TAS SCORE 3.50 X 15 = 52

OVERALL
CYCLE CYCLE (Average WEIGHTED
COMMITMENT TO THE SCHOOL COMMUNITY (CSC) ENDS 12/19 ENDS 6/19 of Cycles) WEIGHT SCORE

CSC SCORE (Average of CSC 1 to CSC 5) 4.00 4.00 4.00 X 10 = 40

CSC 1: Support of the Local School Initiatives 4.0 4.0
CSC 2: Support of Special Education and ELL Programs 4.0 4.0
CSC 3: High Expectations 4.0 4.0
CSC 4: Partnership with Families 4.0 4.0
CSC 5: Instructional Collaboration 4.0 4.0

SUBTOTAL: 350
CORE PROFESSIONALISM (12/19): MEETS STANDARD 0
CORE PROFESSIONALISM (6/19): MEETS STANDARD 0
FINAL 2013–14 IMPACT SCORE: 351
FINAL 2013–14 IMPACT RATING: Highly Effective

Note: Some scores have been rounded or truncated for presentation purposes. As a result, some calculations may appear to be
slightly different than their actual values. Your Final 2013–14 IMPACT Score is calculated based on your exact scores and
then rounded to the nearest whole number. For more information about your data, please log into the IMPACT system at
http://impactdcps.dc.gov.

IMPACT: THE DCPS EFFECTIVENESS ASSESSMENT SYSTEM

FOR SCHOOL-BASED PERSONNEL 2
 Robinson, Margaret
Leigh
Final 2013–14 IMPACT Report Thomson ES

OVERALL IMPACT SCALE

Your score:
351 Points

MINIMALLY HIGHLY
INEFFECTIVE DEVELOPING EFFECTIVE
EFFECTIVE EFFECTIVE

100 200 250 300 350 400

Points Points* Points** Points† Points‡ Points

* A score of exactly 200 would be classified as Minimally Effective. † A score of exactly 300 would be classified as Effective.
** A score of exactly 250 would be classified as Developing. ‡ A score of exactly 350 would be classified as Highly Effective.

What does the arrow on the scale above represent?

The arrow shows your final IMPACT score (351) and rating (Highly Effective).

What do these ratings mean?

Highly Effective — This rating signifies outstanding
performance. Members of the Washington Teachers’ Union
(WTU) who earn this rating will be eligible for additional
compensation under the WTU contract.
Effective — This rating signifies solid performance.
Individuals who earn this rating will progress normally on their
pay scales.
Developing — This rating signifies performance that is
below expectations. Individuals who receive this rating are
encouraged to take advantage of the professional development
opportunities provided by DCPS. Such individuals will be held
at their current salary step until they earn a rating of Effective
or higher. Individuals who are unable to move beyond the
Developing level for three consecutive years will be subject to
separation from the school system.
Minimally Effective — This rating signifies performance
that is significantly below expectations. DCPS will encourage
principals and instructional coaches to prioritize these teachers
for professional development. Such individuals will be held at
their current salary step until they earn a rating of Effective
or higher. Individuals who are unable to move beyond the
Minimally Effective level for two consecutive years will be
subject to separation from the school system.
Ineffective — This rating signifies unacceptable performance.
Individuals who receive this rating will be subject to separation
from the school system.

What should I do if I have questions or if I feel my final

report is inaccurate?
Please contact the IMPACT Team at 202-719-6553 or impactdcps@dc.gov.

3
IMPACT: The DCPS Effectiveness Assessment System
for School-Based Personnel
Robinson, Margaret Leigh
1734 Kingsgate Court #302
Alexandria VA 22302
 Final 2014–15 IMPACT Report
What is the purpose of this report?
prepared for
This report summarizes all of your IMPACT information, including your final IMPACT score
and rating.
Margaret Mays
Thomson ES
What are the components of my evaluation? IMPACT Group 2
 Teaching and Learning Framework (TLF) — This is a measure of your instructional FINAL RATING Highly Effective
expertise.

 Teacher-Assessed Student Achievement Data (TAS) — This is a measure of your

students’ learning over the course of the year, as evidenced by rigorous assessments
other than the PARCC.

 Commitment to the School Community (CSC) — This is a measure of the extent to which you support and
collaborate with your school community.

 Core Professionalism (CP) — This is a measure of four basic professional requirements for all school-based
personnel. This component is scored differently from the others, which is why it is not represented in the pie chart.

IMPACT COMPONENTS FOR GROUP 2

CSC
10%
Teaching and Learning Framework (TLF)
TAS
15% Teacher-Assessed Student Achievement Data (TAS)
TLF Commitment to the School Community (CSC)
75%

1
IMPACT: THE DCPS EFFECTIVENESS ASSESSMENT SYSTEM
FOR SCHOOL-BASED PERSONNEL
 Margaret Mays
Thomson ES
Final 2014–15 IMPACT Report

ADMIN ADMIN ADMIN OVERALL

CYCLE CYCLE CYCLE ME CYCLE ME CYCLE (Average WEIGHTED
TEACHING AND LEARNING FRAMEWORK (TLF) ENDS 12/18 ENDS 3/5 ENDS 6/11 ENDS 2/19 ENDS 6/11 of Cycles) WEIGHT SCORE
TLF SCORE (Average of Teach 1 to Teach 9) 3.66 Informal 3.77 3.33 N/A 3.59 X 75 = 269
Teach 1: Lead Well-Organized Objective-Driven Lessons 4.0 3.0 3.0 N/A
Teach 2: Explain Content Clearly 4.0 4.0 3.0 N/A
Teach 3: Engage Students at all Learning Levels 3.0 3.0 3.0 N/A
Teach 4: Provide Students Multiple Ways to Move Toward
Mastery 4.0 4.0 4.0 N/A
Teach 5: Check for Student Understanding 4.0 4.0 3.0 N/A
Teach 6: Respond to Student Understanding 3.0 4.0 3.0 N/A
Teach 7: Develop Higher-Level Understanding 3.0 4.0 3.0 N/A
Teach 8: Maximize Instructional Time 4.0 4.0 4.0 N/A
Teach 9: Build a Supportive, Learning-Focused Classroom 4.0 4.0 4.0 N/A

OVERALL WEIGHTED
TEACHER-ASSESSED STUDENT ACHIEVEMENT DATA (TAS) (1.0 to 4.0) WEIGHT SCORE
TAS SCORE 3.50 X 15 = 52

OVERALL
CYCLE CYCLE (Average WEIGHTED
COMMITMENT TO THE SCHOOL COMMUNITY (CSC) ENDS 12/18 ENDS 6/18 of Cycles) WEIGHT SCORE

CSC SCORE (Average of CSC 1 to CSC 5) 3.80 4.00 3.90 X 10 = 39

CSC 1: Support of the Local School Initiatives 3.0 4.0
CSC 2: Support of Special Education and ELL Programs 4.0 4.0
CSC 3: High Expectations 4.0 4.0
CSC 4: Partnership with Families 4.0 4.0
CSC 5: Instructional Collaboration 4.0 4.0

SUBTOTAL: 360
CORE PROFESSIONALISM (12/18): MEETS STANDARD 0
CORE PROFESSIONALISM (6/18): MEETS STANDARD 0
FINAL 2014–15 IMPACT SCORE: 361
FINAL 2014–15 IMPACT RATING: Highly Effective

2013–14 IMPACT RATING: Highly Effective

Note: Some scores have been rounded or truncated for presentation purposes. As a result, some calculations may appear to be
slightly different than their actual values. Your final 2014–15 IMPACT score is calculated based on your exact scores and then
rounded to the nearest whole number. For more information about your data, please log into the IMPACT system at
http://impactdcps.dc.gov.

IMPACT: THE DCPS EFFECTIVENESS ASSESSMENT SYSTEM

FOR SCHOOL-BASED PERSONNEL 2
 Margaret Mays
Thomson ES
Final 2014–15 IMPACT Report

OVERALL IMPACT SCALE

Your score:
361 Points

MINIMALLY HIGHLY
INEFFECTIVE DEVELOPING EFFECTIVE
EFFECTIVE EFFECTIVE

100 200 250 300 350 400

Points Points* Points** Points† Points‡ Points

* A score of exactly 200 would be classified as Minimally Effective. † A score of exactly 300 would be classified as Effective.
** A score of exactly 250 would be classified as Developing. ‡ A score of exactly 350 would be classified as Highly Effective.

What does the arrow on the scale above represent?

The arrow shows your final IMPACT score (361) and rating (Highly Effective).

What do these ratings mean?

Highly Effective — This rating signifies outstanding
performance. Members of the Washington Teachers’ Union
(WTU) and Council of School Officers (CSO) who earn this
rating will be eligible for additional compensation under their
respective contracts.
Effective — This rating signifies solid performance. Individuals
who earn this rating will progress normally on their pay scales.
Developing — This rating signifies performance that is
below expectations. Individuals who receive this rating are
encouraged to take advantage of the professional development
opportunities provided by DCPS. Such individuals will be held
at their current salary step until they earn a rating of Effective
or higher. Individuals who are unable to move beyond the
Developing level for three consecutive years will be subject to
separation from the school system.
Minimally Effective — This rating signifies performance
that is significantly below expectations. DCPS will encourage
principals and instructional coaches to prioritize these teachers
for professional development. Such individuals will be held at
their current salary step until they earn a rating of Effective
or higher. Individuals who are unable to move beyond the
Minimally Effective level for two consecutive years will be
subject to separation from the school system.
Ineffective — This rating signifies unacceptable performance.
Individuals who receive this rating will be subject to separation
from the school system.

What should I do if I have questions or if I feel my final report is

inaccurate?
Please contact the IMPACT Team at 202-719-6553 or impactdcps@dc.gov.

3
IMPACT: The DCPS Effectiveness Assessment System
for School-Based Personnel
Margaret Mays
1734 KINGSGATE COURT #302
ALEXANDRIA, VA 22302
 Final 2015–16 IMPACT Report
What is the purpose of this report?
prepared for
This report summarizes all of your IMPACT information, including your final IMPACT score
and rating. Mays, Margaret
Thomson ES
What are the components of my evaluation? IMPACT Group 2
n T eaching and Learning Framework (TLF) — This is a measure of your instructional FINAL RATING Highly Effective
expertise.

n T eacher-Assessed Student Achievement Data (TAS) — This is a measure of your

students’ learning over the course of the year, as evidenced by rigorous assessments
other than the PARCC.

Commitment to the School Community (CSC) — This is a measure of the extent to which you support and
n 

collaborate with your school community.

Core Professionalism (CP) — This is a measure of four basic professional requirements for all school-based
n 

personnel. This component is scored differently from the others, which is why it is not represented in the pie chart.

IMPACT COMPONENTS
IMPACT COMPONENTS FOR
FOR GROUP
GROUP 2

CSC
CSC
10%
10%
Teaching and Learning Framework (TLF)
TAS
15% Teaching and Learning
Teacher-Assessed Framework
Student (TLF)Data (TAS)
Achievement
TLF Commitment
Commitment toto the
the School
School Community
Community (CSC)
(CSC)
75%
TLF
90%

1
IMPACT:
IMPACT: THE
THE DCPS
DCPS EFFECTIVENESS
EFFECTIVENESS ASSESSMENT
ASSESSMENT SYSTEM
SYSTEM
FOR
FOR SCHOOL-BASED
SCHOOL-BASED PERSONNEL
PERSONNEL
 Mays, Margaret
Thomson ES
Final 2015–16 IMPACT Report

ADMIN ADMIN ADMIN OVERALL

CYCLE CYCLE CYCLE ME CYCLE ME CYCLE (Average WEIGHTED
TEACHING AND LEARNING FRAMEWORK (TLF) ENDS 12/17 ENDS 3/3 ENDS 6/9 ENDS 2/11 ENDS 6/9 of Cycles) WEIGHT SCORE
TLF SCORE (Average of Teach 1 to Teach 9) 3.66 N/A 3.88 3.66 N/A 3.74 X 90 = 336
Teach 1: Lead Well-Organized Objective-Driven Lessons 4.0 N/A 4.0 3.0 N/A
Teach 2: Explain Content Clearly 3.0 N/A 4.0 4.0 N/A
Teach 3: Engage Students at all Learning Levels 4.0 N/A 3.0 3.0 N/A
Teach 4: Provide Students Multiple Ways to Move Toward
Mastery 4.0 N/A 4.0 3.0 N/A
Teach 5: Check for Student Understanding 4.0 N/A 4.0 4.0 N/A
Teach 6: Respond to Student Understanding 3.0 N/A 4.0 4.0 N/A
Teach 7: Develop Higher-Level Understanding 3.0 N/A 4.0 4.0 N/A
Teach 8: Maximize Instructional Time 4.0 N/A 4.0 4.0 N/A
Teach 9: Build a Supportive, Learning-Focused Classroom 4.0 N/A 4.0 4.0 N/A

OVERALL WEIGHTED
TEACHER-ASSESSED STUDENT ACHIEVEMENT DATA (TAS) (1.0 to 4.0) WEIGHT SCORE
TAS SCORE N/A X 0 = 0

OVERALL
CYCLE CYCLE (Average WEIGHTED
COMMITMENT TO THE SCHOOL COMMUNITY (CSC) ENDS 12/17 ENDS 6/16 of Cycles) WEIGHT SCORE

CSC SCORE (Average of CSC 1 to CSC 5) 4.00 4.00 4.00 X 10 = 40

CSC 1: Support of the Local School Initiatives 4.0 4.0
CSC 2: Support of Special Education and ELL Programs 4.0 4.0
CSC 3: High Expectations 4.0 4.0
CSC 4: Partnership with Families 4.0 4.0
CSC 5: Instructional Collaboration 4.0 4.0

SUBTOTAL: 376
CORE PROFESSIONALISM (12/17): MEETS STANDARD 0
CORE PROFESSIONALISM (6/16): MEETS STANDARD 0
FINAL 2015–16 IMPACT SCORE: 377
FINAL 2015–16 IMPACT RATING: Highly Effective
2014–15 IMPACT RATING: Highly Effective
2013–14 IMPACT RATING: Highly Effective

Note: Some scores have been rounded or truncated for presentation purposes. As a result, some calculations may appear
to be slightly different than their actual values. Your final 2015–16 IMPACT score is calculated based on your exact scores
and then rounded to the nearest whole number. For more information about your data, please log into the IMPACT system at
http://impactdcps.dc.gov.

2
IMPACT: THE DCPS EFFECTIVENESS ASSESSMENT SYSTEM
FOR SCHOOL-BASED PERSONNEL
 Mays, Margaret
Thomson ES
Final 2015–16 IMPACT Report

OVERALL IMPACT SCALE

Your score:
377 Points

MINIMALLY HIGHLY
INEFFECTIVE DEVELOPING EFFECTIVE
EFFECTIVE EFFECTIVE

100 200 250 300 350 400

Points Points* Points** Points† Points‡ Points

* A score of exactly 200 would be classified as Minimally Effective. † A score of exactly 300 would be classified as Effective.
** A score of exactly 250 would be classified as Developing. ‡ A score of exactly 350 would be classified as Highly Effective.

What does the arrow on the scale above represent?

The arrow shows your final IMPACT score (377) and rating (Highly Effective).

What do these ratings mean?

Highly Effective — This rating signifies outstanding
performance. Members of the Washington Teachers’ Union
(WTU) and Council of School Officers (CSO) who earn this
rating will be eligible for additional compensation under their
respective contracts.
Effective — This rating signifies solid performance. Individuals
who earn this rating will progress normally on their pay scales.
Developing — This rating signifies performance that is
below expectations. Individuals who receive this rating are
encouraged to take advantage of the professional development
opportunities provided by DCPS. Such individuals will be held
at their current salary step until they earn a rating of Effective
or higher. Individuals who are unable to move beyond the
Developing level for three consecutive years will be subject to
separation from the school system.
Minimally Effective — This rating signifies performance
that is significantly below expectations. DCPS will encourage
principals and instructional coaches to prioritize these teachers
for professional development. Such individuals will be held at
their current salary step until they earn a rating of Effective
or higher. Individuals who are unable to move beyond the
Minimally Effective level for two consecutive years will be
subject to separation from the school system.
Ineffective — This rating signifies unacceptable performance.
Individuals who receive this rating will be subject to separation
from the school system.

What should I do if I have questions or if I feel my final report is

inaccurate?
Please contact the IMPACT Team at 202-719-6553 or impactdcps@dc.gov.

3
IMPACT: THE DCPS EFFECTIVENESS ASSESSMENT SYSTEM
FOR SCHOOL-BASED PERSONNEL
MAYS, MARGARET
3614 S. WAKEFIELD ST.
ARLINGTON, VA 22206
 Final 2016–17 IMPACT Report
What is the purpose of this report?
prepared for
This report summarizes all of your IMPACT information, including your final IMPACT score
and rating.
Mays, Margaret
Thomson ES
What are the components of my evaluation? IMPACT Group 1
n I ndividual Value-Added Student Achievement Data (IVA) — This is a measure of LIFT LEVEL Distinguished
the impact you have on your students’ learning over the course of the school year, as
evidenced by the PARCC. FINAL RATING Effective

n Essential Practices (EP) — These are a measure of your instructional expertise.

n T eacher-Assessed Student Achievement Data (TAS) — This is a measure of your

students’ learning over the course of the year, as evidenced by rigorous assessments other than the PARCC.

n Student Surveys of Practice (SSP) — This is a measure of instructional culture, as assessed by your students.

Commitment to the School Community (CSC) — This is a measure of the extent to which you support and
n 

collaborate with your school community.

Core Professionalism (CP) — This is a measure of four basic professional requirements for all school-based
n 

personnel. This component is scored differently from the others, which is why it is not represented in the pie chart.

IMPACT COMPONENTS FOR GROUP 1

CSC
10% Individual Value Added (IVA)
SSP
10% IVA Essential Practices (EP)
35%
TAS Teacher-Assessed Student Achievement Data (TAS)
15% Student Surveys of Practice (SSP)
EP Commitment to the School Community (CSC)
30%

1
IMPACT: THE DCPS EFFECTIVENESS ASSESSMENT SYSTEM
FOR SCHOOL-BASED PERSONNEL
 Mays, Margaret
Thomson ES
Final 2016–17 IMPACT Report

OVERALL WEIGHTED
INDIVIDUAL VALUE-ADDED STUDENT ACHIEVEMENT DATA (IVA) (1.0 to 4.0) WEIGHT SCORE
IVA SCORE 2.95 X 35 = 103

OVERALL
CYCLE CYCLE CYCLE (Average WEIGHTED
ESSENTIAL PRACTICES (EP) ENDS 12/15 ENDS 3/16 ENDS 6/8 of Cycles) WEIGHT SCORE
EP SCORE (Average of EP 1 to EP 5) 3.50 N/A 3.80 3.65 X 30 = 109
EP 1: Cultivate a Responsive Learning Community 3.5 N/A 4.0
EP 2: Challenge Students with Rigorous Content 3.0 N/A 4.0
EP 3: Lead a Well-Planned, Purposeful Learning Experience 3.5 N/A 3.5
EP 4: Maximize Student Ownership of Learning 3.5 N/A 4.0
EP 5: Respond to Evidence of Student Learning 4.0 N/A 3.5

OVERALL WEIGHTED
TEACHER-ASSESSED STUDENT ACHIEVEMENT DATA (TAS) (1.0 to 4.0) WEIGHT SCORE
TAS SCORE 3.80 X 15 = 57

OVERALL WEIGHTED
STUDENT SURVEYS OF PRACTICE (SSP) (1.0 to 4.0) WEIGHT SCORE
SSP SCORE 3.42 X 10 = 34

OVERALL
CYCLE CYCLE (Average WEIGHTED
COMMITMENT TO THE SCHOOL COMMUNITY (CSC) ENDS 12/15 ENDS 6/13 of Cycles) WEIGHT SCORE

CSC SCORE (Average of CSC 1 to CSC 5) 4.00 4.00 4.00 X 10 = 40

CSC 1: Support of the Local School Initiatives 4.0 4.0
CSC 2: Support of Special Education and ELL Programs 4.0 4.0
CSC 3: High Expectations 4.0 4.0
CSC 4: Partnership with Families 4.0 4.0
CSC 5: Instructional Collaboration 4.0 4.0

SUBTOTAL: 344
CORE PROFESSIONALISM (12/15): MEETS STANDARD 0
CORE PROFESSIONALISM (6/13): MEETS STANDARD 0
FINAL 2016–17 IMPACT SCORE: 344
FINAL 2016–17 IMPACT RATING: Effective

2015–16 IMPACT RATING: Highly Effective

2014–15 IMPACT RATING: Highly Effective
2013–14 IMPACT RATING: Highly Effective

Note: Some scores have been rounded or truncated for presentation purposes. As a result, some calculations may appear to be slightly different than their actual values.
Your final 2016–17 IMPACT score is calculated based on your exact scores and then rounded to the nearest whole number. For more information about your data, please
log into the IMPACT system at http://impactdcps.dc.gov.

2
IMPACT: THE DCPS EFFECTIVENESS ASSESSMENT SYSTEM
FOR SCHOOL-BASED PERSONNEL
 Mays, Margaret
Thomson ES
Final 2016–17 IMPACT Report

OVERALL IMPACT SCALE

Your score:
344 Points

MINIMALLY HIGHLY
INEFFECTIVE DEVELOPING EFFECTIVE
EFFECTIVE EFFECTIVE

100 200 250 300 350 400

Points Points* Points** Points† Points‡ Points

* A score of exactly 200 would be classified as Minimally Effective. † A score of exactly 300 would be classified as Effective.
** A score of exactly 250 would be classified as Developing. ‡ A score of exactly 350 would be classified as Highly Effective.

What does the arrow on the scale above represent?

The arrow shows your final IMPACT score (344) and rating (Effective).

What do these ratings mean?

Highly Effective — This rating signifies outstanding
performance. Members of the Washington Teachers’ Union
(WTU) and Council of School Officers (CSO) who earn this
rating will be eligible for additional compensation under their
respective contracts.
Effective — This rating signifies solid performance. Individuals
who earn this rating will progress normally on their pay scales.
Developing — This rating signifies performance that is
below expectations. Individuals who receive this rating are
encouraged to take advantage of the professional development
opportunities provided by DCPS. Such individuals will be held
at their current salary step until they earn a rating of Effective
or higher. Individuals who are unable to move beyond the
Developing level for three consecutive years will be subject to
separation from the school system.
Minimally Effective — This rating signifies performance
that is significantly below expectations. DCPS will encourage
principals and instructional coaches to prioritize these teachers
for professional development. Such individuals will be held at
their current salary step until they earn a rating of Effective
or higher. Individuals who are unable to move beyond the
Minimally Effective level for two consecutive years will be
subject to separation from the school system.
Ineffective — This rating signifies unacceptable performance.
Individuals who receive this rating will be subject to separation
from the school system.

What should I do if I have questions or if I feel my final report is

inaccurate?
Please contact the IMPACT Team at 202-719-6553 or impactdcps@dc.gov.

3
IMPACT: THE DCPS EFFECTIVENESS ASSESSMENT SYSTEM
FOR SCHOOL-BASED PERSONNEL
MAYS, MARGARET
3614 S. WAKEFIELD ST.
ARLINGTON, VA 22206