The APPR Process And BOCES. Sections 3012-c and 3020 of Education Law (as amended) Annual Professional Performance Review (APPR) based on: Student.

The APPR Process

And BOCES

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” teachersTraining for evaluatorsAppeals process for evaluations Expedited discipline process when teacher receives two consecutive annual “Ineffective” ratings

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The following areas of the APPR must be collectively bargained:

Collection and reporting of data20 percent locally-selected measures60 percent teaching practice

Rubric Observation Evidence collection Subcomponent scoring method

Teacher Improvement Plans (TIPs)Appeals process

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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

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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.

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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

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State assessment in ELA or mathematicsMay 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 periodTeacher effectiveness scores will be based on

student attainment of goalsEncouraged to work collaboratively with teachers

on development

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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

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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).

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Measures must be aligned with the NYS Teaching StandardsBOCES selects an approved Rubric or apply for a varianceProcess 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

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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)

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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

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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”13

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”

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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

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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

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“Developing” or “Ineffective” rating must result in a TIPAs soon as practicableNo 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 improvementTimeline for achieving improvementManner to assess improvementDifferentiated activities to support

improvement, where appropriate

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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

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