The APPR Process And BOCES

1. The APPR Process And BOCES

2. Teacher/Principal Evaluation Law Sections 3012-c and 3020 of Education Law (as amended) • Annual Professional Performance Review (APPR) based on: • Student growth on state assessments/comparable measures (20 percent) • Multiple locally-determined measures of student achievement (20 percent) • State teaching standards/multiple measures (60 percent) • 4 rating categories of teacher effectiveness (HEDI) • Highly Effective • Effective • Developing • Ineffective • Teacher Improvement Plans (TIPs) for “Developing” and “Ineffective” teachers • Training for evaluators • Appeals process for evaluations • Expedited discipline process when teacher receives two consecutive annual “Ineffective” ratings

3. APPR & Collective Bargaining The following areas of the APPR must be collectively bargained: • Collection and reporting of data • 20 percent locally-selected measures • 60 percent teaching practice • Rubric • Observation • Evidence collection • Subcomponent scoring method • Teacher Improvement Plans (TIPs) • Appeals process

4. BOCES Implementation Issues • No Race to the Top funds are directly provided to BOCES to support implementation • Programs located in various settings (campus/component school districts/others) and “Teacher of Record” determinations • Procedures for evaluating teachers in offsite locations • Students enrolled in many component districts • Support services of component school districts not consistently available

5. Teacher of Record • Teacher(s) of Record – Teacher assigned responsibility for student learning in a subject/course • Teacher of a course in a BOCES administered program (CTE/Special Education) will be the teacher of record for the course and students enrolled in it. • There is no minimum amount of time a teacher must spend with a student to be considered a teacher of record. • Enrollment Linkage – amount of time (prior to administration of assessment) that teacher is assigned to the class and a student is enrolled in the class. • Attendance Linkage – amount of time that the teacher is assigned to the class, the student is enrolled in the class, and the student attends the class.

6. 20% Student Growth • To be provided for each teacher by SED - Only component of APPR that is not locally negotiated! • At this point, there is a conceptual plan only • Based on individual student growth scores SED will produce a teacher student percentile growth score for each teacher • State tests to be used, where applicable • For non-tested subjects, growth will be measured by Student Learning Objectives (SLOs) - “district-wide student growth goal-setting process” • The same measure of student growth must be used for all teachers in a course or grade level • A growth model will be adopted first, then a Value-Added Model (VAM) by 2012-13, if available

7. 20% Student GrowthSpecial Education/Alternative Education/CTE/Other • State assessment in ELA or mathematics • May include consideration of poverty, ELLs and SWDs status (as per SED) • For non-tested subjects, BOCES must establish Student Learning Objectives (SLOs) • SLOs are academic goals for what a student will learn over a given time period • Teacher effectiveness scores will be based on student attainment of goals • Encouraged to work collaboratively with teachers on development

8. 20% Locally-Selected Measures of Student Achievement • Measures may include one or more of the following: • State assessment (4 options) • Must be different from growth component • Commercially-developed student assessments approved by SED [http://usny.nysed.gov/rttt/teachers- leaders/assessments/] • District, regional or BOCES-developed assessment • School-wide, group or team metric (not recommended) • District-wide student growth goal-setting process (ie: SLO) to be used with approved student assessment or district/teacher-developed assessments • Must be different from growth component

9. 20% Locally-Selected Measures • Use multiple measures of student achievement to provide additional evidence of student learning beyond the results of standardized tests. • Review current practices in your BOCES/Classroom • Considerations for student attendance, ELLs, SWDs? • In the CTE Program Approval process, each local program identifies an assessment aligned with the program (e.g. NOCTI).

10. 60% Teacher Practice • Measures must be aligned with the NYS Teaching Standards • BOCES selects an approved Rubric or apply for a variance • Process for observation • Teaching standards not addressed through observation must be assessed annually (but not all elements or performance indicators) • Other measures to obtain evidence of: • student development and performance • the teacher’s relationships with others • teacher professional growth goals

11. Composite Score • APPR Plan must show how subcomponent scores will be converted to a composite score • Growth subcomponent worth 20 points (set by SED) • Locally-selected measures subcomponent worth 20 points (locally negotiated) • Teaching practice subcomponent worth 60 points (locally negotiated)

12. Scoring Rangesfor Composite Score • 91-100 points reflect a “Highly Effective” score • 75-90 points reflect an “Effective” score • 65-74 reflect a “Developing” score • 0-64 points reflect an “Ineffective” score

13. Scoring Rangesfor Student Growth (20%) • 18-20 points if results are well above state average • “Highly Effective” • 9-17 points if results meet state average • “Effective” • 3-8 points if results are below the state average • “Developing” • 0-2 points if results are well below the state average • “Ineffective”

14. Scoring Rangesfor Local Measures (20%) • 18-20 points if results are well above district-adopted expectations • “Highly Effective” • 9-17 points if results meet district expectations • “Effective” • 3-8 points if results below district expectations • “Developing” • 0-2 points if results well below district expectations • “Ineffective”

15. Scoring Rangesfor Teacher Practice (60%) • Scoring ranges set locally • “Highly Effective” if performance and results exceed NYS Teaching Standards • “Effective” if performance and results meet NYS Teaching Standards • “Developing” if performance and results need improvement to meet NYS Teaching Standards • “Ineffective” if performance and results do not meet NYS Teaching Standards

16. Training of Evaluators • District responsible to ensure evaluators have appropriate training • Plan must describe: • Duration and nature of training • Process for certification/Re-certification of lead evaluator • Process for ensuring inter-rater reliability

17. Teacher Improvement Plans (TIPs) • “Developing” or “Ineffective” rating must result in a TIP • As soon as practicable • No later than ten days after required to report prior to the opening of classes for the school year • TIP developed locally as bargained and must, at a minimum, include: • Identification of needed areas of improvement • Timeline for achieving improvement • Manner to assess improvement • Differentiated activities to support improvement, where appropriate

18. Appeals • Plan must include information on the process for appealing an annual evaluation • Process for appeals is collectively bargained • Provides for timely and expeditious resolution • Appeals may challenge: • Substance of the evaluation • Adherence to standards and methodologies required in the review • Adherence to regulations and compliance with locally-negotiated procedures including issuance and implementation of TIP