SWBOCES APPR Primer

A Primer to the APPR

Southern Westchester BOCES

2012

Credit goes to Kathy Conley:

EVALUATING TEACHER PERFORMANCE

Credit goes to Sheila Bertoni and Jackie O’Donnell: Great Teachers and LeadersSW BOCES Network Team

Based on NYSED Network Team Training

February, March, April and May 2012

APPR Committee Members

Many thanks to all who are involved! Carol Schraudner Charles Porcaro Christine Ireland Claudia Murphy Clement Ceccarelli Fran Turro Harold Coles Martin Sommer Mary Ellen Betzler Mary McGuinness Patricia Compton Phyllis Rizzi Sandra Simpson Sheila McGuinness

Where are you coming

in?

The Learner

The Vacationer

The Hostage

We all need to be “The Thinker”

Developed by TLS, Inc. NYSUT Rubrics

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Navigating our way through the APPR

Developed by TLS, Inc. NYSUT Rubrics

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Great Teachers and Leaders…. who do you think of?

WHAT’S NEW FOR 2012-13 ????

Education Law 3012c New Version of APPR

Teachers will receive a performance rating and a score

40% based on students’ performance

Accountability

Adapted from ReVision Learning Partnership

Institutional

Individual

Accountability

Adapted from ReVision Learning Partnership

Alignment

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Standard 7Professional Growth

New York State

TeachingStandards

New York State

TeachingStandards

Developed by TLS, Inc. NYSUT Rubrics

Developed by TLS, Inc. NYSUT Rubrics

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Looks at how well our students are learning

Looks at the actions of teachers and leaders as they relate to a set of criteria that defines effective practice

20 POINTS + 20 POINTS + 60 POINTS= COMPOSITE SCORE

LOCAL + STATE + EVALUATION = Composite Score

Points will change for 4-8 ELA/Math teachers with a Value Added Model

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Teacher/Principal Evaluation Formula

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Teacher/Principal Evaluation Formula

TARRYTOWN APPR POINT DISTRIBUTION  

Level  

Student Growth on State Assessments or Other Comparable Measures  

Locally Selected Measures of Student

Achievement  

Other 60 Points

Overall Composite

Score  

Ineffective 0-2 0-2 0-49 0-64Developing 3-8 3-8 50-56 65-74Effective 9-17 9-17 57-58 75-90Highly Effective  

18-20 18-20 59-60 91-100

20 POINTS FOR GROWTH

Grades 4-8 ELA and Math Teachers State provided Growth measure Based on individual student growth on state

assessments as compared to peers

All Other Teachers SLO Student Learning Objectives

Turn to the people sitting close to you and discuss this question…..

What is a Student Learning Objective?

What is all the buzzzzz about?

Student Learning Objective:  A student learning objective is an academic goal for a teacher’s students that is set at the start of a course.  It represents the most important learning for the year (or semester, where applicable).  It must be specific and measureable, based on available prior student learning data, and aligned to CC, state or national standards, as well as any other school and district priorities.  Teachers’ scores are based upon the degree to which their goals were attained.

© Copyright ReVision Learning Partnership

How do we get a growth measure?

50 – 100% Students Covered by State-Provided Growth Measures 50 – 100% Students Covered by State-Provided Growth Measures

These teachers will receive a Growth Score from the

State

(20-25 evaluation points)

E.g., 4-8 ELA, Math,

Common Branch teachers

0 – 49% Students Covered by State-Provided Growth Measures

0 – 49% Students Covered by State-Provided Growth Measures

These teachers MUST have SLOs

(20 evaluation points)

E.g., Many high school teachers, K-3 teachers,

teachers with mix of sections with/without State-provided

growth measures (e.g., two 7th grade math classes and three

science classes)

100-Point Evaluation System: State 20%

Three types of teachers:

50% - the magic number

If 50% or more of a teacher’s students take the grade 4 – 8 ELA or Math Assessment, that teacher will receive a student growth score from NYS

When determining how many SLO’s, a teacher should “capture” groups of students that take the same assessment until they have captured more than 50% of their students.

Sixteen Sixteen Sixteen Sixteen Sixteen

Assessment Options for SLOs: Reference Guide

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Please see the “Assessment Options for SLOs: Reference Guide” for NYSED’s

rules for assessment options for teachers who have SLOs for State

Growth

Please see the “Assessment Options for SLOs: Reference Guide” for NYSED’s

rules for assessment options for teachers who have SLOs for State

Growth

What Assessment Do I Use to Measure Growth in SLOs?

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Teacher Assessment Scenario

District Decision Points

Scenario 1: Teacher’s course ends in a State assessment, but teacher is still required to have an SLO

District has no decision to make. Use State assessment (or Regent equivalent) with SLO.

Scenario 2: Teacher’s course does not end in a State assessment, but is a 6-7 Science or 6-8 Social Studies course.

District has to determine which assessment option they will use with the SLO district-wide for the grade/subject:

1. State approved 3rd party assessment2. District, regional or BOCES – developed assessment

Scenario 3: Teacher’s course does not end in a State or Regents assessment and is not a 6-7 Science or 6-8 Social Studies course.

District has to determine which assessment option they will use with the SLO district-wide for the grade/subject:

1. State approved 3rd party assessment2. District, regional or BOCES – developed assessment3. School- or BOCES-wide, group, or team results based on State 

assessments

See: http://usny.nysed.gov/rttt/teachers-leaders/assessments/ for the full list of State-approved 3rd party assessment options.

State

•Determines SLO

process

•Identifies required

elements

•Requires use of State

test

•Provides training to NTs

prior to 2012-13.

•Provides guidance,

webinars & videos

SLOs

District

•District goals & priorities

•Match requirements to

teachers

•Define processes for

before & after

•Identify expectations

School

•LE & teacher collaborate

•LE approval

•Ensure security

•LE monitor & evaluation

Teacher

•Works with colleagues &

LE

When developing Student Learning Objectives.. Remember they must measure growth from one

point to another – therefore, you must have starting and ending data

They must capture the most important learning They should align with district goals and

priorities

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NYS SLOS MUST HAVE THE FOLLOWING ELEMENTS

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All SLOs MUST include the following basic components:

Student Population Which students are being addressed?

Learning Content What is being taught? CCSS/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?

Interval of Instructional Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?

Evidence What assessment(s) or student work product(s) will be used to measure this goal?

Baseline What is the starting level of learning for students covered by this SLO?

Target(s) What is the expected outcome (target) by the end of the instructional period?

HEDI Criteria How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective) , “below” (developing), and “well-above” (highly effective)?

Rationale Why choose this learning content, evidence and target?

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Illustrative Alignment of Annual Goals: District, School, Teacher

Test Your Knowledge: State Provided Growth Measure or SLO?

Teacher State Provided Growth Measure or SLO?

5th Grade Common Branch Teacher

8th Grade ELA Teacher

Elementary Art Teacher- Two 2ndgrade Art sections with 20 students each;- Two 4thgrade Art sections with 25 students each;- One 5th grade Art section with 30 students.

7th Grade Math and Science Teacher- Two 7thgrade Math sections with 30 students each; - Two 7thgrade Science sections with 25 students each; - One Advanced 7thgrade Science section with 20 students. 

High School CTE Teacher-150 students across 5 sections of Agricultural Science  (all use same final assessment)

8 th Grade Science Teacher-One 8 th grade Science  section with 30 students;-Four 8 thgrade Advanced Science sections with 28 students each.

Test Your Knowledge: State Provided Growth Measure or SLO?

Test Your Knowledge: State Provided Growth Measure or SLO?

Teacher State Provided Growth Measure or SLO?

5th Grade Common Branch Teacher Growth SGP/VA

8th Grade ELA Teacher StateProvided Growth SGP/VA

Elementary Art Teacher- Two 2ndgrade Art sections with 20 students each;- Two 4thgrade Art sections with 25 students each;- One 5th grade Art section with 30 students.

SLO:•1 SLO for 4th grade Art sections•1 SLO for 2nd grade Art sections

7th Grade Math and Science Teacher- Two 7thgrade Math sections with 30 students each; - Two 7thgrade Science sections with 25 students each; - One Advanced 7thgrade Science section with 20 students. 

High School CTE Teacher-150 students across 5 sections of Agricultural Science  (all use same final assessment)

SLO:• 1 SLO for Agricultural Science sections

8 th Grade Science Teacher-One 8 th grade Science  section with 30 students;-Four 8 thgrade Advanced Science sections with 28 students each.

SLO:•1 SLO for 8 th grade Advanced Science sections

State Provided

SLO:• 1 SLO for 7th grade math (willreceive State provided growth SGP)• 1 SLO for 7th grade Science

Test Your Knowledge: State Provided Growth Measure or SLO?

Examples of Different Approaches to Setting District Expectations

GROWTH: change in student results between two

points in time

ACHIEVEMENT: student results at end of year

Level of growth over baseline (e.g., 20 percentage points growth)

Achievement level (e.g., score 85 out of 100, Level 3 out of 4)

Level of growth required given starting point to be on track

Achieve proficiency (or achieve advanced level)

Growth vs. a benchmark (State average growth, district average growth, vendor-provided benchmark)

Achievement versus a benchmark (State or district average achievement, vendor-provided benchmark)

Subgroup growth (lowest or highest achieving students; SWDs; ELLs)

Subgroup achievement

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GROWTH VS ACHIEVEMENT

Examples of Growth 85% of students in a class improved performance

in writing from the beginning of the year to the end of the year

78% of students had a full year’s growth on a normed test (e.g CTBS, Terra Nova - percentile or

stanine is the same or higher than last year)

GROWTH VS ACHIEVEMENT

Examples of Achievement 85% of students are on or above the

district grade level benchmark for the Spring

80% of grade 4 students were proficient on the 2012 ELA 4

LOCALLY SELECTED PERFORMANCE MEASURES

20 POINTS

VALUE ADDED GROWTH MEASURE

STUDENT CHARACTERISTICS OTHER CHARACTERISTICS Student State assessment history Classroom Characteristics Poverty Indicators Class size Disability Indicators (disaggregated 

indicators)

% with each demographic characteristic in a class

English language learner indicators (disaggregated indicators)

Ethnicity / race School characteristics Gender % with each demographic characteristic

% daily student attendance Average class size Student suspension data Grade configuration Retained in grade   Summer school participation Educator experience level in role Student new to school in a non-

articulation year 

Student age (especially overage for grade)

Verification

TEACHER – STUDENT – DATA LINKAGE

3-prong approach to verification

Daily attendance

On-demand roster verification

End of year confirmation

ON-DEMAND ROSTER VERIFICATIONTeachers will need to confirm their rosters

including linkage Distribution of PIN # Creation of verification accounts that follow

the teacher Teacher’s responsibility to report errors Key element for state provided growth

score

EVALUATION DATA60 POINTS

PROCESS HAS ALWAYS BEEN ONGOING

Multiple ObservationsFormal Announced Informal UnannouncedWalkthroughs

End of Year EvaluationsAPPR Plans Have Existed For Years

DANIELSON RUBRICPLANNING AND PREPARATION

A. Demonstrating Knowledge of Content and Pedagogy

Knowledge of Content Knowledge of Prerequisite Relationships Knowledge of Content-Related Pedagogy

  B. Demonstrating Knowledge of Students

• Knowledge of Characteristics of Age Group• Knowledge of Student’s Varied Approaches to

Learning• Knowledge of Student’s Skills and Knowledge• Knowledge of Student’s Interests and Cultural

Heritage

etc

EVALUATION CONVERTED TO A 60 POINT SCORE

Average Rubric Score

Conversion Chart

COMPOSITE SCORE

MGP or SLO Score 16 Effective

+

Group Local Score 15 Effective

+

Evaluation Score 58 Effective

_______________ ___ _______

Composite Score 89 Effective

Resource documents to guide development

Required SLOsReference Guide

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Please see the “Required SLOs: Reference Guide” for NYSED’s rules for

teachers who have SLOs for State Growth

Please see the “Required SLOs: Reference Guide” for NYSED’s rules for

teachers who have SLOs for State Growth

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Assessment Options for SLOsReference Guide

Please see the “Assessment Options for SLOs: Reference Guide” for NYSED’s

rules for assessment options for teachers who have SLOs for State Growth

Please see the “Assessment Options for SLOs: Reference Guide” for NYSED’s

rules for assessment options for teachers who have SLOs for State Growth

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From Michael Fullan:Leading in a Culture of Change, (2001)

“Change is a double-edged sword. Its relentless pace these days runs us off our feet……If you ask people to brainstorm words to describe change, they come up with a mixture of negative and positive terms. On the one side, fear, anxiety, loss, danger, panic; on the other, exhilaration, risk-taking, excitement, improvements, energizing.”

Questions?

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