A Primer to the APPRSouthern Westchester BOCES           2012
Credit goes to Kathy Conley:EVALUATING TEACHERPERFORMANCE
Credit goes to Sheila Bertoniand Jackie O’Donnell:Great Teachers and LeadersSW BOCES Network Team   Based on NYSED Network...
APPR Committee Members Many thanks to all who are involved! Carol Schraudner          Charles Porcaro Christine Ireland...
Where areyou coming    in?
The Learner
The Vacationer
TheHostage
We all need to be “TheThinker”
Navigating our way through the APPRDeveloped by TLS, Inc. NYSUT Rubrics   11
Great Teachers and      Leaders…. who do      you think of?Developed by TLS, Inc. NYSUT Rubrics   12
WHAT’S NEW FOR 2012-13 ????Education Law 3012c       New Version of APPRTeachers will receive a performance rating and ...
Accountability                                     Institutional                                                     Indiv...
Accountability                                             AlignmentAdapted from ReVision Learning Partnership
New York                               State                             Teaching                            StandardsStan...
Looks at how well our                     students are learning                   Looks at the actions of               ...
LOCAL + STATE + EVALUATION =Composite Score20 POINTS + 20 POINTS + 60 POINTS=COMPOSITE SCORE   Points will change for 4-8 ...
Teacher/Principal EvaluationFormula                               20
Teacher/Principal EvaluationFormula                               21
TARRYTOWN APPR POINT DISTRIBUTION                                                                           Student Growth...
20 POINTS FOR GROWTH Grades 4-8 ELA and Math Teachers   State provided Growth measure   Based on individual student gro...
What is all the buzzzzz about?Turn to the people sitting close to you anddiscuss this question…..What is a Student Learnin...
Student Learning Objective:  A student learning           objective is an academic goal for a teacher’s students          ...
How do we get a growth measure?50 – 100% Students Covered by State-     0 – 49% Students Covered by     Provided Growth Me...
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...
Sixteen Sixteen Sixteen Sixteen            Sixteen
Assessment Options for SLOs: Reference Guide                          Please see the “Assessment Options for              ...
What Assessment Do I Use to Measure Growth in  SLOs?  Teacher Assessment                                       District De...
State•Determines SLOprocess                     District                            •District goals & priorities•Identifie...
When developing Student LearningObjectives.. Remember they must measure growth from one  point to another – therefore, yo...
NYS SLOS MUST HAVE THE FOLLOWING ELEMENTSAll SLOs MUST include the following basic components:Student Population   Which s...
Illustrative Alignment of Annual Goals: District, School, Teacher                                                         ...
Test Your Knowledge: State Provided Growth Measure or SLO?       Test Your Knowledge: State Provided GrowthMeasure        ...
Test Your Knowledge: State Provided Growth Measure or SLO?       Test Your Knowledge: State Provided GrowthMeasure        ...
Examples of Different Approaches to Setting District   Expectations             GROWTH:                                 AC...
GROWTH VS ACHIEVEMENTExamples of Growth         85% of students in a class improved performance          in writing from ...
GROWTH VS ACHIEVEMENTExamples of Achievement     85% of students are on or above the      district grade level benchmark ...
LOCALLY SELECTEDPERFORMANCE MEASURES       20 POINTS
VALUE ADDED GROWTHMEASURE
STUDENT CHARACTERISTICS                    OTHER CHARACTERISTICS• Student State assessment history         Classroom Chara...
Verification
TEACHER – STUDENT – DATALINKAGE 3-prong approach to verification   Daily   attendance   On-demand     roster verificati...
ON-DEMAND ROSTERVERIFICATION Teachers will need to confirm their rosters including linkage   Distribution of PIN #   Cr...
EVALUATION DATA    60 POINTS
PROCESS HAS ALWAYS BEENONGOINGMultiple Observations    Formal Announced    Informal Unannounced    WalkthroughsEnd of...
DANIELSON RUBRIC    PLANNING AND PREPARATION    A.   Demonstrating Knowledge of Content and Pedagogy                   Kn...
EVALUATION CONVERTED TO A 60POINT SCORE        Average Rubric Score        Conversion Chart
COMPOSITE SCOREMGP or SLO Score    16         Effective      +Group Local Score   15         Effective      +Evaluation Sc...
Resource documentsto guide development
Required SLOsReference Guide                       Please see the “Required SLOs:                   Reference Guide” for N...
Assessment Options for SLOsReference Guide                        Please see the “Assessment Options for                  ...
From Michael Fullan:Leading in a Culture of Change, (2001) “Change is a double-edged sword. Its  relentless pace these da...
Questions?Next steps:
SWBOCES APPR Primer
SWBOCES APPR Primer
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  • NOTES
  • Let ’s define some of the central terms in this process: SLOs address standards (can be CCSS, National, State) and must be broad enough to capture the major content of the instructional period. SLOs consist of evidence (the assessment(s) used to measure student progress toward the goal). The evidence must be aligned to the standards addressed by the SLO and must provide the data necessary to determine the objective has been met. While State assessments must be used as source of evidence where available, there are other choices under Regulations for districts to consider. SLOs consist of a target which is the numerical goal for student progress by the end of the instructional time period. The target is set based on all available baseline starting data. The target should be rigorous yet attainable and it should represent an appropriate amount of learning for the instructional period. The evaluator must be able to determine at the end of the instructional period what range of student performance meets the goal (effective) versus well-below (I), below (D), and well-above (HE). This is referred to as the HEDI criteria.
  • SWBOCES APPR Primer

    1. 1. A Primer to the APPRSouthern Westchester BOCES 2012
    2. 2. Credit goes to Kathy Conley:EVALUATING TEACHERPERFORMANCE
    3. 3. Credit goes to Sheila Bertoniand Jackie O’Donnell:Great Teachers and LeadersSW BOCES Network Team Based on NYSED Network Team Training February, March, April and May 2012
    4. 4. 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
    5. 5. Where areyou coming in?
    6. 6. The Learner
    7. 7. The Vacationer
    8. 8. TheHostage
    9. 9. We all need to be “TheThinker”
    10. 10. Navigating our way through the APPRDeveloped by TLS, Inc. NYSUT Rubrics 11
    11. 11. Great Teachers and Leaders…. who do you think of?Developed by TLS, Inc. NYSUT Rubrics 12
    12. 12. 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
    13. 13. Accountability Institutional IndividualAdapted from ReVision Learning Partnership
    14. 14. Accountability AlignmentAdapted from ReVision Learning Partnership
    15. 15. New York State Teaching StandardsStandard 7ProfessionalGrowth Developed by TLS, Inc. NYSUT Rubrics 17
    16. 16. 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 practiceDeveloped by TLS, Inc. NYSUT Rubrics 18
    17. 17. LOCAL + STATE + EVALUATION =Composite Score20 POINTS + 20 POINTS + 60 POINTS=COMPOSITE SCORE Points will change for 4-8 ELA/Math teachers with a Value Added Model
    18. 18. Teacher/Principal EvaluationFormula 20
    19. 19. Teacher/Principal EvaluationFormula 21
    20. 20. TARRYTOWN APPR POINT DISTRIBUTION   Student Growth Locally on State Assessments or Selected Other 60 OverallLevel Measures of Composite Other Points Student  Comparable Score Measures Achievement        Ineffective 0-2 0-2 0-49 0-64Developing 3-8 3-8 50-56 65-74Effective 9-17 9-17 57-58 75-90HighlyEffective 18-20 18-20 59-60 91-100
    21. 21. 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
    22. 22. What is all the buzzzzz about?Turn to the people sitting close to you anddiscuss this question…..What is a Student LearningObjective?
    23. 23. 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
    24. 24. How do we get a growth measure?50 – 100% Students Covered by State- 0 – 49% Students Covered by Provided Growth Measures State-Provided Growth Measures These teachers will receive a Growth Score These teachers MUST from the State have SLOs (20-25 evaluation (20 evaluation points) points) E.g., Many high school teachers, K-3 E.g., 4-8 ELA, Math, teachers, teachers with mix of sections with/without State-provided growth Common Branch teachers measures (e.g., two 7th grade math classes and three science classes)
    25. 25. 100-Point Evaluation System: State 20% Three types of teachers:
    26. 26. 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.
    27. 27. Sixteen Sixteen Sixteen Sixteen Sixteen
    28. 28. Assessment Options for SLOs: Reference 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 30
    29. 29. What Assessment Do I Use to Measure Growth in SLOs? Teacher Assessment District Decision Points ScenarioScenario 1: Teacher’s course ends in a District has no decision to make. Use State assessment (or Regent State assessment, but teacher is still equivalent) with SLO.required to have an SLOScenario 2: Teacher’s course does not District has to determine which assessment option they will use with the end in a State assessment, but is a 6-7 SLO district-wide for the grade/subject:Science or 6-8 Social Studies course. 1. State approved 3rd party assessment 2. District, regional or BOCES – developed assessmentScenario 3: Teacher’s course does not District has to determine which assessment option they will use with the end in a State or Regents assessment SLO district-wide for the grade/subject:and is not a 6-7 Science or 6-8 Social 1. State approved 3rd party assessmentStudies course. 2. District, regional or BOCES – developed assessment 3. 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. 31
    30. 30. State•Determines SLOprocess District •District goals & priorities•Identifies required Schoolelements •Match requirements to •LE & teacher collaborate•Requires use of State teachers •LE approval Teacher •Define processes for •Works with colleagues &test •Ensure security LE SLOs•Provides training to NTs before & after •LE monitor & evaluationprior to 2012-13. •Identify expectations•Provides guidance,webinars & videos
    31. 31. When developing Student LearningObjectives.. 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
    32. 32. NYS SLOS MUST HAVE THE FOLLOWING ELEMENTSAll 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 What is the instructional period covered (if not a year, rationale forInstructional Time 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? 34
    33. 33. Illustrative Alignment of Annual Goals: District, School, Teacher 35
    34. 34. Test Your Knowledge: State Provided Growth Measure or SLO? Test Your Knowledge: State Provided GrowthMeasure Teacher State Provided Growth5th Measure or Teacher Grade Common Branch SLO? or SLO?8th Grade ELA TeacherElementary Art Teacher - Two 2nd grade Art sections with 20 students each; - Two 4th grade Art sections with 25 students each; - One 5th grade Art section with 30 students.7th Grade Math and Science Teacher - Two 7th grade Math sections with 30 students each;  - Two 7th grade Science sections with 25 students each;  - One Advanced 7th grade 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 th grade Advanced Science sections with 28 students  each.
    35. 35. Test Your Knowledge: State Provided Growth Measure or SLO? Test Your Knowledge: State Provided GrowthMeasure Teacher State Provided Growth5th Measure or Teacher Grade Common Branch SLO? or SLO? State Provided Growth SGP/VA8th Grade ELA Teacher StateProvided Growth SGP/VAElementary Art Teacher SLO: - Two 2nd grade Art sections with 20 students each; • 1 SLO for 4th grade Art sections - Two 4th grade Art sections with 25 students each; • 1 SLO for 2nd grade Art sections - One 5th grade Art section with 30 students.7th Grade Math and Science Teacher SLO: - Two 7th grade Math sections with 30 students each;  • 1 SLO for 7th grade math (will - Two 7th grade Science sections with 25 students each;  receive State provided growth  - One Advanced 7th grade Science section with 20 students.  SGP) • 1 SLO for 7th grade ScienceHigh School CTE Teacher SLO: -150 students across 5 sections of Agricultural Science  (all  • 1 SLO for Agricultural Science  use same final assessment) sections8 th Grade Science Teacher SLO: -One 8 th grade Science  section with 30 students; • 1 SLO for 8 th grade Advanced  -Four 8 th grade Advanced Science sections with 28 students  Science sections each.
    36. 36. Examples of Different Approaches to Setting District Expectations GROWTH: ACHIEVEMENT:change in student results between two student results at end of year points in timeLevel of growth over baseline (e.g., 20 Achievement level (e.g., score 85 out ofpercentage points growth) 100, Level 3 out of 4)Level of growth required given starting Achieve proficiency (or achievepoint to be on track advanced level)Growth vs. a benchmark (State average Achievement versus a benchmarkgrowth, district average growth, vendor- (State or district average achievement,provided benchmark) vendor-provided benchmark)Subgroup growth (lowest or highest Subgroup achievementachieving students; SWDs; ELLs) 38
    37. 37. GROWTH VS ACHIEVEMENTExamples 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)
    38. 38. GROWTH VS ACHIEVEMENTExamples 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
    39. 39. LOCALLY SELECTEDPERFORMANCE MEASURES 20 POINTS
    40. 40. VALUE ADDED GROWTHMEASURE
    41. 41. STUDENT CHARACTERISTICS OTHER CHARACTERISTICS• Student State assessment history Classroom Characteristics• Poverty Indicators • Class size• Disability Indicators (disaggregated  • % with each demographic characteristic  indicators) 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)
    42. 42. Verification
    43. 43. TEACHER – STUDENT – DATALINKAGE 3-prong approach to verification  Daily attendance  On-demand roster verification End of year confirmation
    44. 44. ON-DEMAND ROSTERVERIFICATION Teachers 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
    45. 45. EVALUATION DATA 60 POINTS
    46. 46. PROCESS HAS ALWAYS BEENONGOINGMultiple Observations  Formal Announced  Informal Unannounced  WalkthroughsEnd of Year EvaluationsAPPR Plans Have Existed For Years
    47. 47. DANIELSON RUBRIC PLANNING 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
    48. 48. EVALUATION CONVERTED TO A 60POINT SCORE  Average Rubric Score  Conversion Chart
    49. 49. COMPOSITE SCOREMGP or SLO Score 16 Effective +Group Local Score 15 Effective +Evaluation Score 58 Effective_______________ ___ _______Composite Score 89 Effective
    50. 50. Resource documentsto guide development
    51. 51. Required SLOsReference Guide Please see the “Required SLOs: Reference Guide” for NYSED’s rules for teachers who have SLOs for State Growth 53 53
    52. 52. 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 54
    53. 53. 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.”
    54. 54. Questions?Next steps:

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