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Annual Professional Performance Review (APPR)

Annual Professional Performance Review (APPR). What are the components of APPR?. Teacher Evaluation 60 points (observation*/goal setting) 20 points (State Growth Measure/Student Learning Objective [SLO] or goal setting process) 20 points (local assessment)

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Annual Professional Performance Review (APPR)

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  1. Annual Professional Performance Review (APPR)

  2. What are the components of APPR? • Teacher Evaluation • 60 points (observation*/goal setting) • 20 points (State Growth Measure/Student Learning Objective [SLO] or goal setting process) • 20 points (local assessment) *Observations based on New York State Teaching Standards and rubric selected by district.

  3. What is a Student Learning Objective? • A Student Learning Objective (SLO) is an academic goal for students that is set at the start of a course and tailored for that specific course. • It represents the most important learning for the year. • It must be specific and measurable. • It must be based upon data and aligned with State/National/Common Core Standards. • Teacher scores are based upon the degree to which these goals are attained.

  4. Student Learning Objectives (SLO) • Will provide the Comparable Growth Measure (CGM) for any teacher who will not receive a growth measure from the state. • Is worth 20% of teachers overall evaluation. • Can also be used for local assessments. • Should be comparable for all teachers teaching the same course. • Based on prior student learning data.

  5. Who Will Need an SLO? • For those classes that do not have a state assessment and are not “associated with a state assessment or a Regents,” develop/identify a district-wide assessment and set an SLO for that assessment. Ex. HS Calculus, MS Band, World Languages. • In many cases one SLO will be sufficient. However, it may be necessary to have more than one SLO. The SLO must address 50 % of a teachers total enrollment. For example, if a teacher has 150 students (50 students in French 1, 50 students in French 2, 50 students in French 3), she will 2 SLOs.

  6. What Comprises an SLO? • Identify student population served. • Identify learning content, based on standards. • Interval of time: half-year/year. • Evidence: assessments or products. • Baseline: starting point for students. • Target: Expected outcomes by end of instructional period. • HEDI Criteria: ranges of student performance and range of points related to ratings. • Rationale: Why is this learning important?

  7. Student Population • Each SLO will address all students in the teacher’s course (or across multiple course sections) who take the same final exam. • What about students with IEP’s? • What about students who enter the course late in the year? • What about students who switch courses? • What about students who have poor attendance?

  8. Evidence • What assessments of student work will be used to measure the SLO? • Regional Exams • Final Exams • Performance Assessments (writing) • Pencil/Paper tests • Multiple Choice tests (listening/reading) • Projects

  9. Baseline • What is the starting level for students in the class? • Target & HEDI criteria and expectations • What about different/ability entry levels? • What about native speakers? • What does a pre-assessment look like?

  10. Rationale • Why was this learning content selected? • What is the context of the course in a sequence of study? • What is the focus of the course? • What evidence was collected? • How were students assessed? • How does the baseline and evidence inform instruction?

  11. Example of anSLO

  12. Scavenger hunt

  13. Targets • How is the target set?

  14. Let’s try an example… • Spanish Level 3 course • Teacher has one SLO for this course • 100 Students • Writing Task as pre-assessment • Used a 5-point rubric to score

  15. What should the target be for this course? • 80% of students will…

  16. What is the process? • Meet with supervisor to decide how many SLOs are needed and for which courses. • Determine population, learning content, interval, rationale, evidence and baseline. • Establish comparable expectations for each level/course. • Administer pre-assessment • Determine target based on pre-assessment data

  17. Important Resources • http://www.corestandards.org/ • http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.pdf • http://www.actfl.org/files/public/Draft_v4_Aligning_CCSS_Language_Standards.pdf • http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf • Engageny.org

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