assessments in appr
TRANSCRIPT
EngageNY.org
Assessments in APPR
November 2013
Regents Reform Agenda
College and Career Ready Students
Highly EffectiveSchool Leaders
Highly Effective Teachers
• Adopting Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace
• Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice in real time
• Recruiting, developing, retaining, and rewarding effective teachers and principals
• Turning around the lowest‐achieving schools
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When our teachers succeed, our students succeed, too.
• Nothing impacts student learning in schools more than great teachers and leaders
• All New York students deserve great educators who can help them master the skills they need to be successful adults
• All New York educators deserve:• Clearer, higher expectations• Feedback and support to meet these expectations
• The Annual Professional Performance Review (APPR):• Focuses on student learning• Helps educators understand their impact on students• Provides educators meaningful opportunities for professional growth
• Grounded in research on effective evaluation systems, APPR ensures rigorous, transparent, and fair educator evaluations
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APPR builds a comprehensive evaluation and support system to increase student achievement
• Based on clear standards of instructional excellence that prioritize student learning• NY State Teaching Standards/ISLLC Standards clearly identify what educators must know and be able to do to increase student achievement
Clear, Rigorous ExpectationsClear, Rigorous Expectations
• Frequent, actionable, data‐driven feedback to help educators improve• Aligned to targeted development opportunities• Prioritized based on what will drive greatest student learning
Regular FeedbackRegular Feedback
•Required for all teachers and principals•Based on concrete evidence of student learning and teacher practiceAnnual EvaluationsAnnual Evaluations
•Reliable, rigorous, and valid• 40% student learning (growth and locally selected measures)• 60% educator practice or other options (e.g., observations, artifacts, surveys)
Multiple MeasuresMultiple Measures
•Accurate and differentiated levels of performance•4 rating levels•Highly Effective, Effective, Developing, Ineffective (HEDI)
Multiple Rating Levels
Multiple Rating Levels
• Factors into employment decisions•Recognition for exceptional work•Could lead to supplemental compensation
SignificantSignificant
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6 Design Standards are drawn from: The New Teacher Project, “Teacher Evaluation 2.0,” 2010.
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Components of the APPR Evaluation System
• Evaluations include educator practice and student learning measures• Measures result in single composite educator effectiveness score
Student Growth on State Tests or
Comparable Measures*
State-provided growth on state assessments or Student Learning
Objectives
Student Performance
Measures of Educator Practice
Evidence-based observations/school
visits, surveys, review of student
work, etc.
Educator Practice
Composite APPR Rating
and ScoreOverall annual evaluation with HEDI rating and score from 0-100
Locally-Selected Measures of
Student Learning
Student growth or achievement – rigorous and comparable across
classrooms/grade configurations and/or
programs
Locally-Selected Measures of
Student Learning
Student growth or achievement – rigorous and comparable across
classrooms/grade configurations and/or
programs
20% 20%60% 100%
40%
* In 2014-15, the State will use a value-added measure. At that point, State-provided growth measures will count for 25% for applicable educators and local measures will count for 15%.
The majority of decisions found in a district/BOCES’ APPR plan are determined locally
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State-Determined Locally-Determined
Overall ApproachState must approve each APPR plan to ensure it is rigorous, transparent, and fair
Overall APPR strategy, measures, and implementation of plan – developed through negotiations between district and union
Student Growth or Comparable
Measure
• Calculate student growth/value-added scores• Develop guidance for Student Learning Objectives
(SLOs) • Identify menu of state-approved 3rd party assessments
• Select measures for majority of educators• Determine SLO approach and requirements• Support educators in developing SLOs
Locally-Selected Measure
• Identify menu of state-approved 3rd party assessments • Select measures for this subcomponent• Ensure any locally-developed assessments
are rigorous & comparable
Other Measures of Educator
Effectiveness
• Identify menu of state-approved rubrics to assess performance based on standards
• Identify menu of state-approved surveys
• Select rubric from state-approved menu• Determine additional measures for this
subcomponent• Determine # of points for each measure
Scoring and Rating
• Scoring bands for: • Growth measure• Local measure• Composite score to determine an educator’s rating
category of Highly Effective, Effective, Developing and Ineffective (HEDI)
• Process to assign points for State Growth or Other Comparable Measures, including guidance for districts to assign points for Student Learning Objectives
• Scoring bands for Other Measures• Process to assign points in Locally-Selected
Measures and Other Measures subcomponents
• Must effectively differentiate educators’performance
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Only Two Required State Tests Are Not Federal Mandates
• Federal law requires the following assessments:o Grades 3-8 English Language Arts (ELA) & Mathematics
exams;o At least one Science exam in Grades 3-5, 6-9, and 10-
12;o At least one High School ELA and Mathematics exam;o Additional assessments for English Language Learners;o Alternate assessments for students with severe
disabilities.
• There are only two required State tests that are not federal mandates*:
o Regents Exam in US History & Government;o Regents Exam in Global History & Geography.
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Most other State and Local Tests Are Optional*
• Optional State tests for advanced diploma and coursework purposes:
o Additional Regents exams in mathematics and science.
• Optional local tests for instructional purposes: o Locally-selected interim, periodic, and benchmark
assessments.
• Optional local tests for APPR purposes*: o Locally-selected summative assessments.
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* A locally developed or third-party assessment is required for APPR purposes for teachers of Grades 6-7 science and 6-8 social studies only.
Time Scheduled for 2013 ELA State Testing Decreased in Grades 3-4 and
Remained the Same in Grades 5-82012 2013
English Language Arts English Language Arts
Grades Estimated Time for
Completion
Time Scheduled
Grades Estimated Time for
Completion
Time Scheduled
3-5 70, 60, 45 minutes
90, 90, 90 minutes
3-4 50, 50, 50 minutes
70, 70, 70 minutes
6-8 70, 60, 50 minutes
90, 90, 90 minutes
5-8 70, 70, 50 minutes
90, 90, 90 minutes
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Required testing time in ELA and math combined is less than 1% of the school year.
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Time Scheduled for 2013 Math State Testing Decreased in Grades 3-4 and
Remained the Same in Grades 5-82012 2013
Mathematics Mathematics
Grades Estimated Time for
Completion
TimeScheduled
Grades Estimated Time for
Completion
TimeScheduled
3 60, 60, 50 minutes
90, 90, 90 minutes
3 50, 50, 50minutes
70, 70, 70 minutes
4-8 60, 60, 60 minutes
90, 90, 90 minutes
4 50, 50, 70 minutes
70, 70, 90 minutes
5-8 50, 50, 70minutes
90, 90, 90 minutes
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Required testing time in ELA and math combined is less than 1% of the school year.
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Myths about Testing
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Myth RealityCommon Coreassessments require “teaching to the test.”
The Department has advised districts against rote test prep practices. Rote test prep is a disservice to students and a waste of taxpayer funds. The best preparation for State assessments is a great teacher providing great instruction.
Common Core assessments are intended to be overwhelming and needlessly stressful to students.
When given proper messages and supports from adults, students can find learning challenges to be rewarding and engaging. In contrast, those who leave school and cannot find a good job struggle without support for the rest of their lives. State tests should be a brief moment for students to demonstrate what they know and can do as one of multiple measures that help educators improve instruction and better support their students.
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Teachers, Students, Parents, and the Public Need Clear Expectations and
Measures of Progress• New York has had a State assessment program
in place since the 1860’s.
• The assessment program is a key tool to support improved teaching and learning:
o Key measure of how students are doing on NYS Learning Standards;
o Critical component of the State’s accountability system;
o Contribute to our evaluation of teacher and principal effectiveness.
• Assessments helps us demonstrate that children are meeting rigorous expectations as they progress through the education system:
• Assessments provide feedback to parents, educators, and the public so they can better monitor and support student learning.
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Year 2 Implementation: A Leveraged Moment
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Assess
AnalyzeAct
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Recommended Goals of Any Assessment Program…
• Provides evidence of learning and progress • Inspires instructional conversation that is centered on improving student achievement
• Staff collectively analyze results to inform and improve practice
• Leads to identifying, implementing, and monitoring best practices in terms of academic improvement
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Stakeholders Should Engage in Thoughtful Conversation and Strategic Decisions:
• What data/evidence do we have available to inform instructional practices?
• What data/evidence should we use to improve student growth and drive continual improvements across our programs? – Are the assessments we have in place properly aligned to the rigor and
expectations needed to ensure students are college and career ready? – Are the assessments being used reflective of authentic application of
knowledge and skills to the extent practicable?
• How do we use data/evidence effectively and efficiently to improve student achievement? – How often are we assessing our students and for what purposes?– Can single data points be used in multiple ways?
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Requested Changes to APPR Plans in Year 2
• Reducing the number of assessments used in both State Growth and the Locally-selected Measures subcomponents through approaches such as: removing the use of pre-assessments as a baseline
measurement (not a requirement in SLOs) in favor of using past performance trends, historical data, and/or prior-year assessment results to inform the baseline used to set targets within SLOs (see: SLO 103 webinar: http://www.engageny.org/resource/slo-103-for-teachers);
removing locally-developed and/or state-approved third party assessments in favor of using school-wide, group, or team measures based on State assessments, where allowable;
using the same assessment in a different way between State Growth and the Locally-selected Measures subcomponents.
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Assessment Decisions within the State Growth Subcomponent: Student Learning Objectives
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Represents the most important learning for the year (or semester,
where applicable)
Based on available prior student learning data (prior academic history or pre-assessments*)
Specific and measurable (pre-existing local tests and
performance-based assessments are allowable)
Aligned to Common Core, state, or national standards, as well as any other district/BOCES and school
priorities
A Student Learning Objective (SLO) is an academic goal for a
teacher’s students set at the start of a course
Student Learning Objectives (SLOs) will be used to assess the learning growth of students in classrooms where there is no state assessment that can be used for
state-provided growth or value-added measures.
*see SLO 103 webinar:http://www.engageny.org/resource/slo-103-for-teachers
Required Use of State Assessments Where they Exist for the State Growth subcomponent…
Please note: Utilizing a pre-assessment as a baseline measure is not a requirement in Student Learning Objectives (SLOs). Districts may want to use past performance trends, historical data, and/or prior year assessment results to inform a baseline to set targets within SLOs.
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District, Regional, or BOCES‐developed Assessments
*Districts and BOCES may choose to utilize pre-existing and/or new assessments developed at the local and/or regional level to best fit their needs.
“Assessments" need not be standardized tests, but could instead be performance assessments (e.g., extended essay responses, science experiments, and/or other authentic application of skills).
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Illustrative information shown
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State‐approved 3rd Party Assessments
*Districts and BOCES may decide to use assessments found on the State-approved 3rd
party assessment list. Districts and BOCES may already have a history of using assessments that are found on the list and are now able to utilize them for APPR purposes.
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Illustrative information shown
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School/BOCES‐wide/Group/Team Results Based on State Assessments
*Districts/BOCES may choose to use school/BOCES-wide/Group/Team results based on State assessments to align with district/BOCES goals and/or priorities as well as to reduce the number of assessments utilized.
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Assessment Decisions within the Locally-Selected Measures Subcomponent
• State Growth and Locally-selected subcomponent measures must be different, but they may be based on the same assessment (e.g., growth vs. achievement; student sub-groups, such as lowest or highest performing).
• State assessments may be used in both Growth and Local measures (requiring no additional testing).
• School-wide growth or achievement results may be used based on one or more State assessment or other approved assessment(s).
• SLOs may be used for educators who do not receive a State-provided growth score.
• “Assessments" need not be standardized tests, but could instead be performance assessments (e.g., extended essay responses, science experiments, and/or other authentic application of skills).
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Ultimately, we encourage you to …
• Reflect, refine, and enhance the decisions made around and within the design of student assessments and the educator evaluation systems.
• Collaborative conversations about APPR at the local level can help develop a shared vision for how to use this process to support high‐quality professional development and ultimately improve student achievement .
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Variety of Resources to Support This Work…
Multi-State SLO Rubric
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