www.engageny.org ny’s appr plans and review process
TRANSCRIPT
www.engageNY.org
NY’s APPR Plansand Review Process
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Objectives
• Review the pieces of the APPR plan for teachers and principals (requirements and options).
• Understand the process and timelines for submitting APPR plans to SED for review and approval
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Key Tools and Resources When Developing APPR Plans
• OCM BOCES’s APPR microsite• APPR form and instructions (Review Room)• All of the following resources related to APPR
plans are located on EngageNY.org:
• Summary of regulations (AKA “the purple memo”)
• APPR Guidance • TLE Roadmaps• SLO Guidance, Exemplars, and Webinars
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Summary of APPR Plan Components
(20% 25%)
(20% 15%)
(60%)
State-provided Growth/VA
Assessments and Measures
• Rubrics• Sources of evidence: observations, visits,
surveys, etc.
Subcomponents, Composite Scores, Ratings
Improvement Plans, Appeals, Training
Growth
Locally Selected
Measures
OtherMeasures
Scoring
Imple-mentation
Student Learning Objectives
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• Your plan is due by July 1, 2012• You cannot submit your plan until it is
complete, including sign-offs.• AIS may be withheld if you do not
have an APPROVED PLAN by January 17.
• In guidance it suggest that it will take at least 4-6 weeks for SED review and it is anticipated that the process might slow down the later that plans are submitted.
APPR Deadlines
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Introducing theAPPR Review Room
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NYSED APPR Form
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NYSED APPR Form
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NYSED APPR Form
The “Resource Tab” is where you will find
helpful items such as the State-approved list of 3rd
party assessments
These are the file types that
can be uploaded to
Review Room
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NYSED APPR Form
All pages include directions for
completing the page as well as
references to the specific sections of Guidance that
are most relevant.
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NYSED APPR Form
Some pages have dropdown boxes. Where there are dropdown boxes, you often will see
a blank box next to it, like on this
page. Here you are asked to actually name the specific assessment. You would type that
into the blank box.
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NYSED APPR Form
The dropdown boxes include
an abbreviated
list of what is above.
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Where can I find…..?
Where Can I Find Further Resources, Guidance, and Answers to My Questions Related to 60 Point Other Measures?
• Section H of NYSED’s APPR Guidance• Some of Section I of NYSED’s APPR
Guidance• Section J of NYSED’s APPR Guidance• Page 4 of the “Purple Memo”• Step 1 and 2 of the Teacher Road Map• Step 1 and 2 of the Principal Road Map
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60 Point Multiple Measures
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60 Point Other MeasuresTeachers and Principals
Multiples measures must be used in
this subcomponent.
Measures, HEDI criteria, and the scoring bands for this subcomponent
must be locally-established through
negotiations.
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Teachers Principals
• NY State Teaching Standards: choice of rubric from State-approved list or variance, if approved by NYSED
Multiple Measures
• At least a majority (31) of the 60 points must be based on multiple classroom observations (at least 2) by principal or other trained administrator:
- At least one must be unannounced - May be conducted using video or
in-person
• Any remaining standards not addressed in classroom observation must be assessed at least once a year
• ISLLC 2008 Leadership Standards: choice of rubric from State-approved list or variance, if approved by NYSED
Multiple measures
• At least a majority (31) of the 60 points must be based on broad assessment of principal leadership and management actions by the supervisor based on the practice rubric:
-Must incorporate multiple visits by the supervisor, trained administrator, or a trained independent evaluator -At least one visit must be from a supervisor, and at least one visit must be unannounced
• Any remaining leadership standards not addressed through above requirements must be assessed at least once a year
60 Point Other Measures
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Teachers Principals
In addition to classroom observations, remaining points (if any) must be based on:
1. Observation(s) by trained independent evaluators2. Observation(s) by trained in-school peer teachers3. Feedback from students and/or parents using a State-approved survey tool4. Structured review of lesson plans, student portfolios, and/or other teacher artifacts
In addition to broad leadership assessment, remaining points (if any) must be based on:
Results of one or more ambitious and measurable goal(s) set collaboratively with supervisors:
At least one goal must address the principal’s contribution to improving teacher effectiveness based on:
1. Improved retention of high performing teachers; 2. Correlation of student growth scores to teachers
granted vs. denied tenure; 3. Improvements in proficiency rating of the
principal on specific teacher effectiveness standards in the principal practice rubric.
Any other goals shall address quantifiable and verifiable improvements in academic results or the school’s learning environment.
Goals must include at least two other sources of evidence:1.Structured feedback from teachers, students, and/or families using a State-approved tool (each constituency is one source);2.School visits by trained evaluators;3.Review of school documents, records, and/or State accountability processes (all documents are one source).
Other Measures: Remaining Points
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Working with 60 Point Other Measures
in Review Room
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Review Room Application: Teachers
The dropdown menu has the full list of State-approved
rubrics. There is also an option for “district variance” that can be selected if you are a
district who has already received a NYSED approved
variance.
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Review Room Application: Teachers
The number of points must add up to 60 for the Other Measures subcomponent. A
minimum of 31 points must be allocated to
classroom observations/broad
assessment of principal leadership and management
actions.
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Review Room Application: Teachers
Survey tools must be selected from
NYSED’s State-approved list, which will be available in
June.
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Review Room Application: Teachers
Districts will need to complete the form with specific information on
the observation requirements for probationary and tenured teachers.
Specifics regarding how many formal/long
versus informal/short must be noted.
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Review Room Application: Principals If any points are
assigned to goals, the first goal must be
related to improving teacher effectiveness. In the form, notice that
districts must also check the boxes to
identify which two (or more) of the options
listed will be utilized as part of assessing the
goals.
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Review Room Application: Principals
For principals, districts must enter the specific information on the
number of school visits that will be conducted for principals in the
building. Districts must complete this for probationary and tenured
principals.
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HEDI Criteria for 60 Point Other
Measures
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Determining HEDI Criteria60 Point Other Measures
Standards for Rating
Categories
Other Measures of Effectiveness(Teacher and Leader Standards)
Highly Effective
Overall performance and results exceed standards.
EffectiveOverall performance and results meet standards.
DevelopingOverall performance and results need improvement in order to meet standards.
Ineffective
Overall performance and results do not meet standards.
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Keep in Mind…
• HEDI for 60% must be negotiated: scoring bands and the process for assigning points.
• HEDI for 60% must assure it is possible to use all points (including 0) in the subcomponent and rating categories.
• Districts will need to determine how rubric scores translate into HEDI categories and within categories,
into specific point awards. • For example, if an educator earns a rubric score at
the bottom of your developing rubric range, then the educator should get HEDI points at the bottom of
your developing point range.
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One Example of a HEDI Approach…for 60 Point Other Measures
Overall Rubric Score(Must be negotiated) Rating Category
0-60 point distribution by rating category (must be
negotiated)
1 - 1.8 Ineffective 0-491.9 - 2.8 Developing 50-562.9 - 3.6 Effective 57-583.7 - 4.0 Highly Effective 59-60
•The district negotiates procedures for conducting and scoring classroom observations and assessing other aspects of the rubric.
•The district negotiates the level of performance against the rubric for each HEDI category.
•Based on all the evidence gathered, a “rubric score” and its corresponding HEDI rating category is determined for each teacher/principal.
•The rubric score is then converted into a score on a scale of 0-60 according to the 60 point scoring bands negotiated by the district.
The chart below illustrates one potential result:
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APPR Form Requirements…for HEDI Criteria
Districts must provide the locally-negotiated scoring
bands and then describe the level of performance for each HEDI rating category.
Districts can also describe how scores from the rubric are converted into HEDI
and points.
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State Growth 20% (25%) for Teachers
and Principals
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State Growth: Teachers and Principals
Most teachers will have SLOs for the 2012-13 school
year.
Most principals will be covered by
State-provided growth measures for the 2012-13
school year
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Achievement and Gains
EL
A S
cale
Sco
re
2011 2012
Proficiency
Achievement models tell you who is above and below the proficiency cut
• Two of five kids here scored above proficiency
Gain score models tell us some students received higher scale scores the following year
• Three students had higher scores, one didn’t change, and one had a lower score
Neither tells us enough to say whether student growth was unusually strong, weak or average.
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EL
A S
cale
Sco
re
2011 2012
Proficiency
In a growth model, we look at how all students with similar scores in one year (or several years) do when compared to each other
In this example, we take one student from the previous slide and see how all students with that score in 2011 performed in 2012.
This tells us whether the change in scores between two years is average or above or below average.
Above Average
Below Average
Average
NYS Growth Model
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Growth Model: Student Growth Percentiles (SGP) Defined
Student 2010 Score 2011 Score SGP
5 600 650 98
6 650 650 42
7 675 650 20
8 700 650 3
Student 2010 Score 2011 Score SGP
1 625 600 10
2 625 625 40
3 625 650 70
4 625 675 95
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Median Student Growth Percentile: Defined
Student SGP
1 102 403 704 955 986 427 208 39 37
Student SGP
8 31 107 209 372 406 423 704 955 98
Order by
SGP
The MGP is the median. This is the
result that will describe a class or a school’s result.
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Growth Measures: “Similar” StudentsFor NYS Growth Measures, “similar” students will include:
• Up to 3 years of past State assessment history as available for each student (must have current and 1 prior to be included)
• In 2011-12, Poverty, SWD, ELL characteristics• For value-added model in 2012-13 and beyond, other student, classroom and/or school characteristics may be included
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Growth Measures: Principals
Elementary and Middle School Principals:
• Median Student Growth Percentile of all the tested students in the school
• Not the average of all teacher results
High School Principals in 2012-13:
• Measure is in development• Based on student growth in Regents exams passed compared to similar students
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Next Steps/Timeline for Growth Model
This Spring/Summer: • Approach to determining teacher and principal HEDI levels
• Training/communications materials and full technical documentation
• Create and provide 11-12 teacher and principal growth scores (July)
Fall 2012: • Provide online reporting to teachers, school, districts (Sept)
• Value-added measures for teachers and principals presented to Task Force and the Board of Regents
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Linking Students, Teachers and Schools
• SED is collecting data now to connect students and teachers to courses:
• Data required by Federal law (not just for NYS statute)
• Teachers participate in verifying student rosters
• Enrollment, assignment dates also collected to support over time different duration of teacher-student “linkage” if empirically proven
• Districts, principals, and teachers play a pivotal role in ensuring high quality inputs for the State-provided growth/value-added measures.
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Overview of Teacher and Principal Evaluation Regulations
(20% 25%)
(20% 15%)
(60%)
State-provided Growth/VA
Assessments and Measures
• Rubrics• Sources of evidence: observations, visits,
surveys, etc.
Subcomponents, Composite Scores, Ratings
Improvement Plans, Appeals, Training
Growth
Locally Selected
Measures
OtherMeasures
Scoring
Imple-mentation
Student Learning Objectives
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SLO Resources from NYSED
Please visit: http://engageny.org/resource/student-learning-objectives/
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What Does the District Determine?
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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
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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
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Review Room Application
For teachers with State-provided
measures of student growth, districts
must check boxes that list assurances.
For other comparable
measures, SLOs, districts must list their decisions.
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Review Room Application
The dropdown menu has an
abbreviated version of the full list above
it. After selecting an option from the dropdown menu,
please write in the specific
assessment option.
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HEDI Criteria for SLOs in
State Growth
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HEDI for SLOs in State Growth
Standards for Rating Categories Growth or Comparable Measures
Highly Effective
Results are well-above state average for similar students (or District goals if no state test).
EffectiveResults meet state average for similar students (or District goals if no state test).
DevelopingResults are below state average for similar students (or District goals if no state test).
IneffectiveResults are well-below state average for similar students (or District goals if no state test).
What are “district goals” if there is no state test for the grade/subject?
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HEDI Scoring Bands: Growth MeasuresState Value-added & Comparable Growth SLOs
2012-13 Growth SubcomponentScoring Bands
Where value-added measures
apply
Comparable Growth Measures:
SLOs
Highly Effective22-25 18-20
Effective 10-21 9-17
Developing 3-9 3-8
Ineffective 0-2 0-2
Remember that points are different for teachers in grades/subjects with value-added measures and those without:
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APPR Form Requirements…for HEDI criteria
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Setting HEDI Criteria – Three ExamplesAfter considering previous student performance, normative data, 3rd party data reports, district thresholds, district values/ priorities, districts have choices:
Choice One:Set specific growth expectations by grade/subject (for all or some grades/subjects
Choice Two: Set generic growth expectations for students across grades/subjects
Choice Three: Set generic expectations for students meeting their individualized growth expectations across grades and subject
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Example of Choice One: Setting Specific Growth Expectations by Grade/SubjectDistrict specifies that for grades 6 and 7 Science teachers, a State-approved 3rd party science assessment will be used as evidence of student learning for SLOs.
What Student Progress Meets District Expectations
Highly Effective 18-20 points
Growth exceeds 3rd party assessment benchmark
Effective9-17 points
Growth is equal to 3rd party assessment national benchmark for average growth compared to similar students. Specific points assigned based on place in range of “average”
Developing3-8 points
Growth below 3rd party assessment benchmark
Ineffective0-2 points
Growth significantly below 3rd party assessment benchmark
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APPR Form Requirements…for HEDI criteria
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Districts may decide there are certain levels of growth that meet/do not meet district expectations based on student’s baseline level of performance. In this example, multiple grades/subjects can utilize performance levels from 1-4 where 3 is on grade level/proficient like NYSED State tests. Districts will need to determine HEDI criteria.
What Student Progress Meets District
Expectations
Performance Level
END: 1 END: 2 END: 3 END: 4
START: 1 NO YES YES YES
START: 2 NO NO YES YES
START: 3 NO NO YES YES
START: 4 NO NO NO YES
Target is what % of students make their specific level of acceptable growth or better.
Example of Choice 2: Generic Student Growth Expectations Across Grades/Subjects
RatingPoints
Ineffective0-2 points
Developing3-8 points
Effective9-17 points
Highly Effective18-20 points
Percentage of students whose progress meets
expectations 0-29% 30-54% 55-79% 80%+
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APPR Form Requirements… for HEDI criteria
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Example of Choice 3: Generic Expectations for Student SLO Target Achievement
Highly Effective
18-20 points
Effective
9-17
Developing
3-8
Ineffective
0-2
The work of the teacher results in exceptional student academic growth beyond expectations during the school year.
90% of students met or exceeded the Student Learning Objective.
The work of the teacher results in acceptable, measurable, and appropriate student academic growth.
80% of students met or exceeded the Student Learning Objective.
The work of the teacher results in student academic growth that does not meet the established standard and/or is not achieved with all populations taught by the teacher.
50-79% of students met or exceeded the Student Learning Objective.
The work of the teacher does not result in acceptable student academic growth.
Fewer than 50% of students met or exceed the Student Learning Objective.
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APPR Form Requirements…for HEDI criteria
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Local Achievement 20% (15%) for Teachers and
Principals
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Locally-Selected MeasuresTeachers and Principals
Locally-selected measures can
measure growth or achievement
Locally-selected measures count for 20 points (15 points with an
approved value-added measure)
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Locally-Selected Measures: Overview• Growth and local measures must be
different from one another• To ensure comparability, select the same
measure across all classrooms in the same grade/subject and/or for all principals in same or similar programs/buildings
• The State-approved list meets prescribed criteria for comparability and rigor; districts/BOCES who develop assessments will need to verify comparability and rigor
• Collective bargaining considerations
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Rigorous
Rigorous means that the locally-selected measure is:
•Aligned to the NYS learning standards •To the extent practicable, the assessment must be valid and reliable as defined by the standards for Educational and Psychological Testing
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Comparable
Locally-comparable across classrooms means:
• The same locally-selected measures of student achievement or growth are used across all classrooms in the same grade/subject in the district or BOCES.
• For principals, the same locally-selected measure(s) must be used for all principals in the same or similar program or grade configuration in that school district or BOCES.
• Using more than one measure for teachers or principals in the same grade/subject/configuration requires high standard of District verification against Testing standards. 62
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Measures for Teachers Using State/Regents Assessments
Measures based on several options:1. State assessments, Regents, examination, and/or Regent-equivalents. These include:
a. The change in percentage of a teacher’s students who achieve a specific level of performance as determined locally, on such assessments/examinations in the previous year.
b. Teacher-specific growth computed by NYSED based on % of the teacher’s students earning a State-determined level of growth. Methodology to translate such growth into State-established sub-component scoring ranges shall be determined locally.
c. Other teacher-specific growth or achievement measure using State, Regents, and/or department approved alternative examinations computed in a manner determined locally.
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Measures for Teachers Using All Other Options
2. State-approved list of 3rd party assessments
3. District, regional, or BOCES-developed assessment
4. School-wide growth or achievement results based on:
a. State-provided school-wide growth score for all students taking State ELA or Math assessments in grades 4-8
b. Locally-computed measure based on State, State approved 3rd party, or a district, regional, or BOCES- developed assessment
5. SLOs(only for teachers without a State-approved Growth or Value-Added measure for Growth subcomponent):
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Measures for Principals of Elementary and/or Middle Schools1. Achievement levels on State assessments (% proficient or
advanced) in ELA and Math Grades 4-8.
2. Growth or achievement for student subgroups (SWD, ELL) on State assessments in ELA and Math Grades 4-8.
3. Growth or achievement of students in ELA and Math (Grades 4-8) starting at specific performance levels (e.g., Level 1, Level 2) on State or other assessments.
4. SLOs used with any of the following (option is only for principals without a State-approved Growth or Value-Added measure for Growth subcomponent):
– Any State, approved 3rd party, or district/ regional/ BOCES- developed assessment that is rigorous and comparable across classrooms.
5. Student performance on any district-wide locally-selected assessments approved for use in teacher evaluations.
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Measures for Principals of High Schools1. Percent of cohort achieving specified scores on
Regents exams, AP, IB, or other Regents-equivalents.
2. Graduation rates (4, 5, 6 years) and/or dropout rates.
3. Graduation % with Advanced Regents designation and/or honors.
4. Credit accumulation (e.g., 9th and 10th grade) or other strong predictor of progress toward graduation.
5. SLOs used with any of the following (option is only for principals without a State-approved Growth or Value-Added measure for Growth subcomponent):
– Any State, approved 3rd party, or district/ regional/ BOCES- developed assessment that is rigorous and comparable across classrooms.
6. Student performance on any district-wide locally-selected assessments approved for use in teacher evaluations.
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Review Room Application
The full list of options are listed first, then the dropdown boxes.
For teachers in courses with a State-provided growth or
value-added measure, SLOs are
not an option so they are not listed here.
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Review Room Application
The dropdown menu has an
abbreviated version of the full list above
it. After selecting an option from the dropdown menu,
please write in the specific
assessment option.
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HEDI Criteria for Locally-Selected
Measures
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Determining HEDI Criteria: Locally-Selected Measures
Standards for Rating
Categories
Locally-selected Measures ofgrowth or achievement
Highly Effective
Results are well-above District or BOCES -adopted expectations for growth or achievement for grade/subject.
EffectiveResults meet District or BOCES-adopted expectations for growth or achievement for grade/subject.
DevelopingResults are below District or BOCES-adopted expectations for growth or achievement for grade/subject.
Ineffective
Results are well-below District or BOCES-adopted expectations for growth or achievement for grade/subject.
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HEDI for Locally-Selected Measures
• Must be collectively bargained.
• Must describe a district-adopted level of expectation for every grade/subject although can use generic expectations.
• Expectations can be based on either growth or achievement of students.
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Setting HEDI Criteria – Three ExamplesAfter considering previous student performance, normative data, 3rd party data reports, district thresholds, district values/ priorities, districts have choices:
Choice One: Set specific growth OR ACHIEVEMENT expectations by grade/subject (for all or some grades/subjects)
Choice Two: Set generic growth OR ACHIEVEMENT expectations for students across grades/subjects
Choice Three: Set generic expectations for students meeting their individualized growth OR ACHIEVEMENT expectations across grades and subject
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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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HEDI Points…for Locally-Selected Measures
Locally-Selected Measures of Growth or Achievement:
Where state-provided value-added measure
applies for Growth
Where NO state-provided value-added measure
applies for Growth
Highly Effective
14-15 18-20Effective
8-13 9-17Developing
3-7 3-8Ineffective
0-2 0-2
Remember that points are different for teachers in grades/subjects with value-added measures and those without:
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APPR Form Requirements for HEDI criteria
Districts may decide to leave all HEDI criteria up to
the school level and/or to be
prescriptive with some
grades/subjects, but not with
others.
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Adjustment Factors
If any adjustments or controls are going to be used, districts
must not only describe them in their APPR form submission, but
make a number of assurances
regarding their usage.
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Examples of Locally-Selected Measures from the Case: Teachers• The district has prioritized expository writing and STEM, and
has identified a critical need to focus academic interventions in these areas.
• When negotiating their APPR, the district and their collective bargaining units determined that the following measures would be used:
4th Grade Common Branch Teachers
7th Grade Science Teachers
School Librarians
% of 4th grade students earning a the proficient level (three) or better performance level on the 4th grade State Science assessment
% of 7th grade science students who demonstrate growth of at least one level higher than their baseline analytical writing sample, as measured by the district-developed 7th grade science writing assessment rubric.
School-wide growth based on State-provided school-wide growth scores for all students in the school taking the State ELA assessment in grades 4-8.
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Examples of Locally-Selected Measures from the Case: Principals
• The district has prioritized expository writing and STEM, and has identified a critical need to focus academic interventions in these areas.
• When negotiating their APPR, the district and their collective bargaining units determined that the following measures would be used:K-5 Principals 6-8 Principals 9-12 Principals
• % of students who achieve proficiency from those who scores a Level 1 or 2 on the prior year State assessment
• % of 4th grade science students who achieve proficient or higher on State science assessment
• Growth of ELL students on 6-8 ELA and Math State assessments. No students decrease if 3s or 4s, at least 40% increase one level if 3s or below, at least 75% increase if 1s.
• % of 8th grade science students who achieve proficient or higher on State science assessment
• % of students who score a 75 on ELA Regents and 80 on Math Regents increasing by at least 7%.
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Case Study DiscussionPlease take out the NYPSD case study and review the HEDI criteria for locally-selected measures that the district plans to use. Then, discuss the following with your table groups:
1. In this case, the district and their collective bargaining units agreed that teachers/principals will use one generic HEDI criteria with all district-developed assessments across applicable grades/subjects within the district. Targets will be set based on what percentage of students make their specific level of acceptable growth or better. Also, the district will audit a random sampling of SLOs developed by teachers and principals in November to ensure rigor and comparability. Is this allowable?
2. In this case, the district and their collective bargaining units agreed to use a local measure for principals based on the percentage of students in 4th and 8th grade Science who earn the proficient (level 3) or higher. Is this allowable?
3. Is there any missing information that you notice from this section of the case? Is it allowable to submit an APPR form that is incomplete?
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Putting it All Together:
Composite Scores
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HEDI Scoring Bands: putting it together
2012-13 where Value-Added growth measure applies
Growth or Comparable Measures
Locally-selected
Measures ofgrowth or
achievement
Other Measures
of Effectivene
ss(60 points)
OverallComposite Score
Highly Effective 22-25 14-15
Ranges determined locally
91-100Effective 10-21 8-13 75-90Developing 3-9 3-7 65-74Ineffective 0-2 0-2 0-64
2012-13 where there is no Value-Added measure
Growth or Comparabl
e Measures
Locally-selected
Measures ofgrowth or
achievement
Other Measures
of Effectivene
ss(60 points)
OverallComposite Score
Highly Effective 18-20 18-20
Ranges determined locally
91-100Effective 9-17 9-17 75-90Developing 3-8 3-8 65-74Ineffective 0-2 0-2 0-64
81
www.engageNY.org
Review Room Application
Districts must enter the same scoring ranges for the 60 point other measures
here in the “Composite
Scoring” section of the form as they did in the
“Other Measures”
section.82