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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
11
Navigating our way through the APPR
Developed by TLS, Inc. NYSUT Rubrics
12
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
17
Standard 7Professional Growth
New York State
TeachingStandards
New York State
TeachingStandards
Developed by TLS, Inc. NYSUT Rubrics
Developed by TLS, Inc. NYSUT Rubrics
18
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
20
Teacher/Principal Evaluation Formula
21
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
30
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?
31
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
33
NYS SLOS MUST HAVE THE FOLLOWING ELEMENTS
34
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?
35
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
38
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
53
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
53
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
54
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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