Annual Professional performance review (APPR overview) Wappingers CSD

State Motivation Behind the New APPR Process “The purpose of the comprehensive evaluation system is to measure teacher and principal effectiveness based on multiple measures, including student achievement to ensure that there is an effective teacher in every classroom.” ‐ New York State Education Department The Wappingers CSD APPR Plan was approved by NYSED on January 14 th, 2013 You can find a copy of our approved plan on our District’s home page.

General Overview In 2012 ‐ 13 all classroom teachers and principals will be evaluated using the new APPR law Everyone will receive a score out of 100 points (composite score). The composite score is correlated to the HEDI ratings set by the state of: Highly Effective; Effective; Developing; and Ineffective

What is the HEDI Rating? HEDI Rating‐Composite Score (overall) Point Range Highly Effective91‐100 points Effective75‐90 points Developing65‐74 points Ineffective0‐64 points The HEDI Rating is calculated with three elements that create the composite scores

Composite Score Breakdown: CriteriaPercentageVA CriteriaVA percentage Teacher Observation60%Teacher Observation60% Student Growth on State Assessment or Comparable Measure (SLO) 20% Student Growth on State Assessment or Comparable Measure (SLO) 25% Local Assessment20%Local Assessment15% Value Added (VA) Growth Measure is a method that as of 1/8/2013 has not yet been approved by NYSED. But we must plan for its ‘inevitable approval’ in our overall district APPR Plan

Value Added Further Defined: A Value Added model enables the use of statistical methods to measures changes in student scores over time while considering student characteristics and other factors often found to influence achievement. We expect that this will only apply to courses ending in a state assessment. More information will be shared as it becomes available.

Observation Breakdown: State MandatedNegotiated Two Classroom ObservationsObservers will assign the total points out of 60 based on Danielson’s Rubric (2007) One observation is announced and the other is unannounced Placement of point values on the rubric were locally negotiated. Pre and Post conferences required for announced observations 50 Points: Average of all completed Observations 5 Points: Collaboration 5 Points: Reflective Practice

Student Growth on State Measure: Courses Ending in State Assessment The state will provide the district with a score for each person who is the teacher of record for a course with a state assessment attached to it. Value Added scores will be provided where applicable The scores will be created by comparing the growth of our students to students at their peer level throughout the state (Peer Level = similar past test scores and other demographic considerations such as poverty, SWD, ELL).

Student Growth on State Measure: Courses NOT Ending in State Assessment If there is no state provided score for an individual teacher we will use one of the following to create a state ‘equivalent’ score: School Wide Goal: An aggregate measure provided by the state representing a value based on the total state assessments administered for a given building If aggregate value is based on Value Added (We receive a score based on 25 points), the district will convert the 25 point score to a 20 point value.

Value Added 20 Point Conversion State Provided Score:Value Add Conversion Score:

Student Growth on State Measure: Courses NOT Ending in State Assessment If a School Wide Goal is not an option we will use: Student Learning Objective (SLO) A district created measure using a local assessment and a state provided assessment where regulations dictate. District, regional or BOCES‐developed assessments 3 rd Party Assessments such as Acuity

Which Teachers Will Require a SLO? SituationRequirement If there is a State ‐ provided growth measure for at least 50% of students SLO is not required If there is a State ‐ provided growth measure for less than 50% of students State ‐ provided growth measure and at least one SLO is required If there is no State ‐ provided growth measure for the course A SLO is required (In this case the SLO may be a school wide goal)

How Our SLO’s were Identified: All Buildings K – 6 School Wide Measures will be used K-3: Based on a SLO where target scores are based on growth from the local Grade 3 ELA/Math Acuity assessments and the NYS ELA/Math assessments as required by NYSED Regulations (3012-c). Due to our districts grade configuration All Common Branch K-3 teachers will be covered by this SLO o3 rd Grade Teachers will receive individual scores and K-2 Teachers will receive composite score based on 3 rd grade performance as a whole. oVassar is the exception where all K-3 teachers (not just common branch) will be covered by this SLO as they will not receive a building score from the state.

3 rd Grade Assessment Target Scores MathELA Acuity Scale Score NYS Proficiency Target Acuity Scale Score NYS Proficiency Target 0-350Level Level Level Level Level Level Level 4500+Level 4

How Our SLO’s were Identified: All Buildings K – 6 School Wide Measures will be used 4-6: Common Branch ELA/Math Teachers will receive individual scores. “Almost” all others” will receive the School Wide growth score provided by NYSED. Pertains to all K-6 special area teachers (Art, Music, P/E). Grade 6 Science and Social Studies teachers are required to have their own SLO’s as per NYSED Regulations (3012-c) and will not receive the building score.

How Our SLO’s were identified: All Buildings 7-8 (Includes VW Grade 6) School Wide Measures will be used Based on School Wide growth score provided by NYSED. All grades and subjects (that do not end in a state assessment) will receive the building wide growth score with the exception of grades 6 – 8 Science and Social Studies which are required by NYSED Regulations (3012-c) to have their own SLO. If a teacher has a mix of courses such that >0 but <50% of students are administered a state assessment, a mix of both the state provided individual score and the school wide measure score will be applied (unless it has been determined that a SLO is required in lieu of the school wide measure).

How Our SLO’s were identified: All Buildings 9-12 Grade 9-11 English teachers: The state equivalent score for Grades 9 &10 will be based on the results of the Grade 11 Regents Comprehensive English exam. Grade 11 English teachers who are covered by this Regents will receive an individual score from the state. For all other teachers: Using the master schedule in SchoolTool the district identified which teachers required SLO’s based on % of students in each course / section as per NYSED Regulations (3012-c). If a teacher has a mix of courses such that <50% of students are administered a state assessment (or none at all), a mix of both the state provided score for a given state assessment and one or more SLO’s will be applied until more than 50% of the students taught by said instructor is covered.

How the Scores are Calculated If your course ends in a state assessment and no other SLO’s are required you will receive a score from the state for the State Equivalent 20 points (or 25 points where Value Added is a factor). A Pre/Post test would have also been administered locally, in some cases the post test may be a Regents assessment or another state exam. These Pre/Post assessments will be used to determine growth, and the results will be applied to either a SLO (if one is required) or the local 20 points (15 points where Value Added is a factor) if a state provided score has been provided. These results will be aligned with a HEDI band and the associated points will be added to a teachers overall composite score.

How the Scores are Calculated We ARE allowed to use the same assessments for both the SLO and the Local assessment. However we are NOT allowed to use the same measure of growth for both criteria, as per NYSED Regulations (3012-c). Therefore, when the a growth measure is applied using Pre/Post assessments for a SLO, the Local score will be derived using a proficiency measure on the Post Assessment. (ie: Spanish 3 will require a SLO as it no longer has a state assessment. They will administer a Pre/Post assessment, the growth measure will count towards the SLO resulting in up to 20 points received in lieu of a state score. The % of students achieving their proficiency targets on the post test will result in up to 20 points received as their locally assessed value.)

How the Targets Were Identified All target score calculations were negotiated with the WCT and are based on a predetermined formula for a given measure: Growth Measure Based on levels of performance. If you score level X on a pretest, you must score at least a level of X+1 on the post test. If student passed a pretest, he/she must simply pass the post test. There are 3 different scales: General Ed Students (Level 1 – 6) SWD not in self contained classes (Level 1 – 9) SWD in self contained classes (Level 1 – 12)

Growth Measure Levels General EdSWD Not Self ContainedSWD Self Contained Student Performance Level: Level 1 (score 0-17 %) Level 2 (score %) Level 3 (score %) Level 4 (score %) Level 5 (score %) Level 6 (score %) Student Performance Level: Level 1 (score 0-9 %) Level 2 (score %) Level 3 (score %) Level 4 (score %) Level 5 (score %) Level 6 (score %) Level 7 (score %) Level 8 (score %) Level 9 (score %) Student Performance Level: Level 1 (score 0-5 %) Level 2 (score 6-9 %) Level 3 (score %) Level 4 (score %) Level 5 (score %) Level 6 (score %) Level 7 (score %) Level 8 (score %) Level 9 (score %) Level 10 (score %) Level 11 (score %) Level 12 (score %)

How the Targets Were Identified All target score calculations were negotiated with the WCT and are based on a predetermined formula for a given measure: Proficiency Measure This measure will be used when Growth Measure has already been applied to a given course. Based on Proficiency on a courses post assessment. The following criteria apply: Passing score on the post assessment is considered to be 55% SWD will have 34 points added to their final score For students with greater than 30 absences, their score will not be factored in

Growth Measure Example Students pre test data is gathered and targets scores are applied. Post test results are then measured against targets. Percent of student achieving targets is measured against HEDI scale. Points are then added to teachers overall composite score: Pre TestTarget TargetPost Met Target? 6572Y 1820Y 65100Y 6564N 75% Met Target Effective

Proficiency Measure Example Post test data is gathered and the proficiency criteria are factored in (passing score, SWD, attendance). Percent of student achieving their target is measured against HEDI scale. Points are then added to teachers overall composite score: Post Met Target? 72Y 54N 100Y 64Y 75% Met Target Effective

A Final Thought… Maintaining the districts APPR plan is an ongoing process, we are required to review the plan annually. As per our notification from NYSED: “Please be advised that, pursuant to Education law 3012-c, the Department will be analyzing data supplied by districts, BOCES, and/or schools and may order a corrective action plan if there are unacceptably low correlation results between student growth subcomponent and any other measures of teacher and principal effectiveness and/or if the teacher or principal scores or ratings show little differentiation across educators and/or the lack of differentiation is not justified by equivalently consistent student achievement results.”

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