NY’s APPR Plans and Review Process. O bjectives. Review the pieces of the APPR plan for teachers and principals (requirements and options). Understand the process and timelines for submitting APPR plans to SED for review and approval. Key Tools and Resources When Developing APPR Plans.
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Objectives • Review the pieces of the APPR plan for teachers and principals (requirements and options). • Understand the process and timelines for submitting APPR plans to SED for review and approval
Key Tools and Resources When Developing APPR Plans • OCM BOCES’s APPR microsite • APPR form and instructions (Review Room) • All of the following resources related to APPR plans are located on EngageNY.org: • Summary of regulations (AKA “the purple memo”) • APPR Guidance • TLE Roadmaps • SLO Guidance, Exemplars, and Webinars
Summary of APPR Plan Components Growth State-provided Growth/VA (20% 25%) Student Learning Objectives Locally Selected Measures Assessments and Measures (20% 15%) Other Measures • Rubrics • Sources of evidence: observations, visits, surveys, etc. (60%) Scoring Subcomponents, Composite Scores, Ratings Imple- mentation Improvement Plans, Appeals, Training
APPR Deadlines • Your plan is due by July 1, 2012 • You cannot submit your plan until it is complete, including sign-offs. • AIS may be withheld if you do not have an APPROVED PLAN by January 17. • In guidance it suggest that it will take at least 4-6 weeks for SED review and it is anticipated that the process might slow down the later that plans are submitted.
Introducing the APPR Review Room
NYSED APPR Form • 7
NYSED APPR Form • 8
NYSED APPR Form The “Resource Tab” is where you will find helpful items such as the State-approved list of 3rd party assessments These are the file types that can be uploaded to Review Room
NYSED APPR Form All pages include directions for completing the page as well as references to the specific sections of Guidance that are most relevant.
NYSED APPR Form Some pages have dropdown boxes. Where there are dropdown boxes, you often will see a blank box next to it, like on this page. Here you are asked to actually name the specific assessment. You would type that into the blank box.
NYSED APPR Form The dropdown boxes include an abbreviated list of what is above.
Where can I find…..? Where Can I Find Further Resources, Guidance, and Answers to My Questions Related to 60 Point Other Measures? • Section H of NYSED’s APPR Guidance • Some of Section I of NYSED’s APPR Guidance • Section J of NYSED’s APPR Guidance • Page 4 of the “Purple Memo” • Step 1 and 2 of the Teacher Road Map • Step 1 and 2 of the Principal Road Map
60 Point Other MeasuresTeachers and Principals Measures, HEDI criteria, and the scoring bands for this subcomponent must be locally-established through negotiations. Multiples measures must be used in this subcomponent.
Working with 60 Point Other Measures in Review Room
Review Room Application: Teachers The dropdown menu has the full list of State-approved rubrics. There is also an option for “district variance” that can be selected if you are a district who has already received a NYSED approved variance.
Review Room Application: Teachers The number of points must add up to 60 for the Other Measures subcomponent. A minimum of 31 points must be allocated to classroom observations/broad assessment of principal leadership and management actions.
Review Room Application: Teachers Survey tools must be selected from NYSED’s State-approved list, which will be available in June.
Review Room Application: Teachers Districts will need to complete the form with specific information on the observation requirements for probationary and tenured teachers. Specifics regarding how many formal/long versus informal/short must be noted.
Review Room Application: Principals If any points are assigned to goals, the first goal must be related to improving teacher effectiveness. In the form, notice that districts must also check the boxes to identify which two (or more) of the options listed will be utilized as part of assessing the goals.
Review Room Application: Principals For principals, districts must enter the specific information on the number of school visits that will be conducted for principals in the building. Districts must complete this for probationary and tenured principals.
HEDI Criteria for 60 Point Other Measures
Keep in Mind… • HEDI for 60% must be negotiated: scoring bands and the process for assigning points. • HEDI for 60% must assure it is possible to use all points (including 0) in the subcomponent and rating categories. • Districts will need to determine how rubric scores translate into HEDI categories and within categories, into specific point awards. • For example, if an educator earns a rubric score at the bottom of your developing rubric range, then the educator should get HEDI points at the bottom of your developing point range.
One Example of a HEDI Approach…for 60 Point Other Measures • The district negotiates procedures for conducting and scoring classroom observations and assessing other aspects of the rubric. • The district negotiates the level of performance against the rubric for each HEDI category. • Based on all the evidence gathered, a “rubric score” and its corresponding HEDI rating category is determined for each teacher/principal. • The rubric score is then converted into a score on a scale of 0-60 according to the 60 point scoring bands negotiated by the district. • The chart below illustrates one potential result:
APPR Form Requirements…for HEDI Criteria Districts must provide the locally-negotiated scoring bands and then describe the level of performance for each HEDI rating category. Districts can also describe how scores from the rubric are converted into HEDI and points.
State Growth: Teachers and Principals Most principals will be covered by State-provided growth measures for the 2012-13 school year Most teachers will have SLOs for the 2012-13 school year.
Achievement and Gains • Achievement models tell you who is above and below the proficiency cut • Two of five kids here scored above proficiency ELA Scale Score Proficiency • Gain score models tell us some students received higher scale scores the following year • Three students had higher scores, one didn’t change, and one had a lower score Neither tells us enough to say whether student growth was unusually strong, weak or average. 2011 2012
NYS Growth Model In a growth model, we look at how all students with similar scores in one year (or several years) do when compared to each other In this example, we take one student from the previous slide and see how all students with that score in 2011 performed in 2012. This tells us whether the change in scores between two years is average or above or below average. ELA Scale Score Above Average Proficiency Average Below Average 2011 2012
Median Student Growth Percentile: Defined The MGP is the median. This is the result that will describe a class or a school’s result. Order by SGP
Growth Measures: “Similar” Students For NYS Growth Measures, “similar” students will include: • Up to 3 years of past State assessment history as available for each student (must have current and 1 prior to be included) • In 2011-12, Poverty, SWD, ELL characteristics • For value-added model in 2012-13 and beyond, other student, classroom and/or school characteristics may be included
Growth Measures: Principals Elementary and Middle School Principals: • Median Student Growth Percentile of all the tested students in the school • Not the average of all teacher results High School Principals in 2012-13: • Measure is in development • Based on student growth in Regents exams passed compared to similar students
Next Steps/Timeline for Growth Model This Spring/Summer: • Approach to determining teacher and principal HEDI levels • Training/communications materials and full technical documentation • Create and provide 11-12 teacher and principal growth scores (July) Fall 2012: • Provide online reporting to teachers, school, districts (Sept) • Value-added measures for teachers and principals presented to Task Force and the Board of Regents
Linking Students, Teachers and Schools • SED is collecting data now to connect students and teachers to courses: • Data required by Federal law (not just for NYS statute) • Teachers participate in verifying student rosters • Enrollment, assignment dates also collected to support over time different duration of teacher-student “linkage” if empirically proven • Districts, principals, and teachers play a pivotal role in ensuring high quality inputs for the State-provided growth/value-added measures.
Overview of Teacher and Principal Evaluation Regulations Growth State-provided Growth/VA (20% 25%) Student Learning Objectives Locally Selected Measures Assessments and Measures (20% 15%) Other Measures • Rubrics • Sources of evidence: observations, visits, surveys, etc. (60%) Scoring Subcomponents, Composite Scores, Ratings Imple- mentation Improvement Plans, Appeals, Training
SLO Resources from NYSED Please visit: http://engageny.org/resource/student-learning-objectives/
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
Required SLOsReference Guide Please see the “Required SLOs: Reference Guide” for NYSED’s rules for teachers who have SLOs for State Growth 44
Review Room Application For teachers with State-provided measures of student growth, districts must check boxes that list assurances. For other comparable measures, SLOs, districts must list their decisions.
Review Room Application The dropdown menu has an abbreviated version of the full list above it. After selecting an option from the dropdown menu, please write in the specific assessment option.
HEDI Criteria for SLOs in State Growth
HEDI for SLOs in State Growth What are “district goals” if there is no state test for the grade/subject?
HEDI Scoring Bands: Growth MeasuresState Value-added & Comparable Growth SLOs Remember that points are different for teachers in grades/subjects with value-added measures and those without: