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
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 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
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 APPRTeachers will receive a performance rating and a score40% based on students’ performance
Accountability Institutional IndividualAdapted from ReVision Learning Partnership
Accountability AlignmentAdapted from ReVision Learning Partnership
New York State Teaching StandardsStandard 7ProfessionalGrowth Developed by TLS, Inc. NYSUT Rubrics 17
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
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
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
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
What is all the buzzzzz about?Turn to the people sitting close to you anddiscuss this question…..What is a Student LearningObjective?
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)
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.
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
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
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
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
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
Illustrative Alignment of Annual Goals: District, School, Teacher 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?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.
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.
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
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)
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
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)
TEACHER – STUDENT – DATALINKAGE 3-prong approach to verification Daily attendance On-demand roster verification End of year confirmation
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
PROCESS HAS ALWAYS BEENONGOINGMultiple Observations Formal Announced Informal Unannounced WalkthroughsEnd of Year EvaluationsAPPR Plans Have Existed For Years
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
EVALUATION CONVERTED TO A 60POINT SCORE Average Rubric Score Conversion Chart
Required SLOsReference Guide Please see the “Required SLOs: Reference Guide” for NYSED’s rules for teachers who have SLOs for State Growth 53 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 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.”