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” teachers  Training for evaluators  Appeals process for evaluations  Expedited discipline process when teacher receives two consecutive annual “Ineffective” ratings 2

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 3

 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 4

 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. 5

 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 , if available 6

 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 7

 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 [  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 8

 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). 9

 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 10

 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) 11

 points reflect a “Highly Effective” score  points reflect an “Effective” score  reflect a “Developing” score  0-64 points reflect an “Ineffective” score 12

 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

 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” 14

 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 15

 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 16

 “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 17

 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 18