This document provides an overview of the Annual Professional Performance Review (APPR) process for teachers in New York State. It discusses the new requirements under Education Law 3012c, including that teachers will receive a performance rating and score, with 40% based on student performance. It outlines the point distribution for Tarrytown schools, with 20 points from student growth on state assessments, 20 points from locally selected measures, and 60 points from other measures. It also explains the use of Student Learning Objectives for teachers not covered by state growth measures and the required elements for SLOs under NYS guidelines.

1. A Primer to the APPR
Southern Westchester BOCES
2012

2. Credit goes to Kathy Conley:
EVALUATING TEACHER
PERFORMANCE

3. Credit goes to Sheila Bertoni
and Jackie O’Donnell:
Great Teachers and Leaders
SW BOCES Network Team
Based on NYSED Network Team Training
February, March, April and May 2012

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

6. Where are
you coming
in?

7. The Learner

8. The Vacationer

9. The
Hostage

10. We all need to be “The
Thinker”

11. Navigating our way through the APPR
Developed by TLS, Inc. NYSUT Rubrics 11

12. Great Teachers and
Leaders…. who do
you think of?
Developed by TLS, Inc. NYSUT Rubrics 12

13. 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

15. Accountability
Institutional
Individual
Adapted from ReVision Learning Partnership

16. Accountability
Alignment
Adapted from ReVision Learning Partnership

17. New York
State
Teaching
Standards
Standard 7
Professional
Growth
Developed by TLS, Inc. NYSUT Rubrics
17

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
Developed by TLS, Inc. NYSUT Rubrics 18

19. LOCAL + STATE + EVALUATION =
Composite Score
20 POINTS + 20 POINTS + 60 POINTS=
COMPOSITE SCORE
Points will change for 4-8 ELA/Math teachers with a Value Added Model

20. Teacher/Principal Evaluation
Formula
20

21. Teacher/Principal Evaluation
Formula
21

22. TARRYTOWN APPR POINT DISTRIBUTION
Student Growth
Locally
on State
Assessments or
Selected
Other 60 Overall
Level Measures of Composite
Other Points
Student
Comparable Score
Measures
Achievement
Ineffective
0-2 0-2 0-49 0-64
Developing
3-8 3-8 50-56 65-74
Effective
9-17 9-17 57-58 75-90
Highly
Effective
18-20 18-20 59-60 91-100

23. 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

24. What is all the buzzzzz about?
Turn to the people sitting close to you and
discuss this question…..
What is a Student Learning
Objective?

25. 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

26. 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)

27. 100-Point Evaluation System: State 20%
 Three types of teachers:

28. 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.

29. Sixteen Sixteen Sixteen Sixteen
Sixteen

30. 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

31. What Assessment Do I Use to Measure Growth in
SLOs?
Teacher Assessment District Decision Points
Scenario
Scenario 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 SLO
Scenario 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 assessment
Scenario 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 assessment
Studies 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

32. State
•Determines SLO
process District
•District goals & priorities
•Identifies required School
elements •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 & evaluation
prior to 2012-13. •Identify expectations
•Provides guidance,
webinars & videos

33. 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

34. NYS SLOS MUST HAVE THE FOLLOWING ELEMENTS
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 What is the instructional period covered (if not a year, rationale for
Instructional 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

35. Illustrative Alignment of Annual Goals: District, School, Teacher
35

36. Test Your Knowledge: State Provided Growth Measure or SLO?
Test Your Knowledge: State Provided GrowthMeasure
Teacher State Provided Growth
5th
Measure or Teacher
Grade Common Branch
SLO? or SLO?
8th Grade ELA Teacher
Elementary 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.

37. Test Your Knowledge: State Provided Growth Measure or SLO?
Test Your Knowledge: State Provided GrowthMeasure
Teacher State Provided Growth
5th
Measure or Teacher
Grade Common Branch
SLO? or SLO?
State Provided Growth SGP/VA
8th Grade ELA Teacher StateProvided Growth SGP/VA
Elementary 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 Science
High School CTE Teacher SLO:
-150 students across 5 sections of Agricultural Science (all • 1 SLO for Agricultural Science
use same final assessment) sections
8 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.

38. Examples of Different Approaches to Setting District
Expectations
GROWTH: ACHIEVEMENT:
change in student results between two student results at end of year
points in time
Level of growth over baseline (e.g., 20 Achievement level (e.g., score 85 out of
percentage points growth) 100, Level 3 out of 4)
Level of growth required given starting Achieve proficiency (or achieve
point to be on track advanced level)
Growth vs. a benchmark (State average Achievement versus a benchmark
growth, district average growth, vendor- (State or district average achievement,
provided benchmark) vendor-provided benchmark)
Subgroup growth (lowest or highest Subgroup achievement
achieving students; SWDs; ELLs)
38

39. 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)

40. 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

41. LOCALLY SELECTED
PERFORMANCE MEASURES
20 POINTS

42. VALUE ADDED GROWTH
MEASURE

43. 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)

44. Verification

45. TEACHER – STUDENT – DATA
LINKAGE
 3-prong approach to verification
 Daily attendance
 On-demand roster verification
End of year confirmation

46. ON-DEMAND ROSTER
VERIFICATION
 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

47. EVALUATION DATA
60 POINTS

48. PROCESS HAS ALWAYS BEEN
ONGOING
Multiple Observations
 Formal Announced
 Informal Unannounced
 Walkthroughs
End of Year Evaluations
APPR Plans Have Existed For
Years

49. 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

50. EVALUATION CONVERTED TO A 60
POINT SCORE
 Average Rubric Score
 Conversion Chart

51. COMPOSITE SCORE
MGP or SLO Score 16 Effective
+
Group Local Score 15 Effective
+
Evaluation Score 58 Effective
_______________ ___ _______
Composite Score 89 Effective

52. Resource documents
to guide development

53. Required SLOs
Reference Guide
Please see the “Required SLOs:
Reference Guide” for NYSED’s rules for
teachers who have SLOs for State Growth
53
53

54. 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
54

55. 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.”

56. Questions?
Next steps: