1. www.engageNY.org NY’s APPR Plans and Review Process

2. www.engageNY.org 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 2

3. www.engageNY.org 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 3

4. www.engageNY.org Summary of APPR Plan Components (20%  25%) (20%  15%) (60%) State-provided Growth/VA Assessments and Measures Rubrics Sources of evidence: observations, visits, surveys, etc. Subcomponents, Composite Scores, Ratings Improvement Plans, Appeals, Training Growth Locally Selected Measures Other Measures Scoring Imple- mentation Student Learning Objectives 4

5. www.engageNY.org 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. APPR Deadlines 5

6. www.engageNY.org 6 Introducing the APPR Review Room

7. www.engageNY.org NYSED APPR Form 7

8. www.engageNY.org NYSED APPR Form 8

9. www.engageNY.org NYSED APPR Form The “Resource Tab” is where you will find helpful items such as the State- approved list of 3 rd party assessments These are the file types that can be uploaded to Review Room 9

10. www.engageNY.org 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. 10

11. www.engageNY.org 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. 11

12. www.engageNY.org NYSED APPR Form The dropdown boxes include an abbreviated list of what is above. 12

13. www.engageNY.org 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 13

14. www.engageNY.org 14 60 Point Multiple Measures

15. www.engageNY.org 60 Point Other Measures Teachers and Principals Multiples measures must be used in this subcomponent. Measures, HEDI criteria, and the scoring bands for this subcomponent must be locally-established through negotiations. 15

16. www.engageNY.org TeachersPrincipals NY State Teaching Standards: choice of rubric from State-approved list or variance, if approved by NYSED Multiple Measures At least a majority (31) of the 60 points must be based on multiple classroom observations (at least 2) by principal or other trained administrator: -At least one must be unannounced -May be conducted using video or in- person Any remaining standards not addressed in classroom observation must be assessed at least once a year ISLLC 2008 Leadership Standards: choice of rubric from State-approved list or variance, if approved by NYSED Multiple measures At least a majority (31) of the 60 points must be based on broad assessment of principal leadership and management actions by the supervisor based on the practice rubric: -Must incorporate multiple visits by the supervisor, trained administrator, or a trained independent evaluator -At least one visit must be from a supervisor, and at least one visit must be unannounced Any remaining leadership standards not addressed through above requirements must be assessed at least once a year 60 Point Other Measures 16

17. www.engageNY.org TeachersPrincipals In addition to classroom observations, remaining points (if any) must be based on: 1. Observation(s) by trained independent evaluators 2. Observation(s) by trained in-school peer teachers 3. Feedback from students and/or parents using a State-approved survey tool 4. Structured review of lesson plans, student portfolios, and/or other teacher artifacts In addition to broad leadership assessment, remaining points (if any) must be based on: Results of one or more ambitious and measurable goal(s) set collaboratively with supervisors: At least one goal must address the principal’s contribution to improving teacher effectiveness based on: 1.Improved retention of high performing teachers; 2.Correlation of student growth scores to teachers granted vs. denied tenure; 3.Improvements in proficiency rating of the principal on specific teacher effectiveness standards in the principal practice rubric. Any other goals shall address quantifiable and verifiable improvements in academic results or the school’s learning environment. Goals must include at least two other sources of evidence: 1.Structured feedback from teachers, students, and/or families using a State-approved tool (each constituency is one source); 2.School visits by trained evaluators; 3.Review of school documents, records, and/or State accountability processes (all documents are one source). Other Measures: Remaining Points 17

18. www.engageNY.org 18 Working with 60 Point Other Measures in Review Room

19. www.engageNY.org 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. 19

20. www.engageNY.org 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. 20

21. www.engageNY.org Review Room Application: Teachers Survey tools must be selected from NYSED’s State-approved list, which will be available in June. 21

22. www.engageNY.org 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. 22

23. www.engageNY.org 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. 23

24. www.engageNY.org 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. 24

25. www.engageNY.org HEDI Criteria for 60 Point Other Measures 25

26. www.engageNY.org Determining HEDI Criteria 60 Point Other Measures Standards for Rating Categories Other Measures of Effectiveness (Teacher and Leader Standards) Highly Effective Overall performance and results exceed standards. Effective Overall performance and results meet standards. Developing Overall performance and results need improvement in order to meet standards. Ineffective Overall performance and results do not meet standards. 26

27. www.engageNY.org 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. 27

28. www.engageNY.org One Example of a HEDI Approach… for 60 Point Other Measures Overall Rubric Score (Must be negotiated) Rating Category 0-60 point distribution by rating category (must be negotiated) 1 - 1.8Ineffective0-49 1.9 - 2.8Developing50-56 2.9 - 3.6Effective57-58 3.7 - 4.0Highly Effective59-60 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: 28

29. www.engageNY.org 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. 29

30. www.engageNY.org State Growth 20% (25%) for Teachers and Principals 30

31. www.engageNY.org State Growth: Teachers and Principals Most teachers will have SLOs for the 2012-13 school year. Most principals will be covered by State-provided growth measures for the 2012-13 school year 31

32. www.engageNY.org Achievement and Gains ELA Scale Score 20112012 Proficiency Achievement models tell you who is above and below the proficiency cut Two of five kids here scored above proficiency Achievement models tell you who is above and below the proficiency cut Two of five kids here scored above 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 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.

33. www.engageNY.org ELA Scale Score 20112012 Proficiency 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. 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. Above Average Below Average Average NYS Growth Model

34. www.engageNY.org Growth Model: Student Growth Percentiles (SGP) Defined Student2010 Score2011 ScoreSGP 560065098 6650 42 767565020 87006503 Student2010 Score2011 ScoreSGP 162560010 2625 40 362565070 462567595 34

35. www.engageNY.org Median Student Growth Percentile: Defined Order by SGP The MGP is the median. This is the result that will describe a class or a school’s result. 35

36. www.engageNY.org 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 36

37. www.engageNY.org 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 37

38. www.engageNY.org 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 38

39. www.engageNY.org 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. 39

40. www.engageNY.org Overview of Teacher and Principal Evaluation Regulations (20%  25%) (20%  15%) (60%) State-provided Growth/VA Assessments and Measures Rubrics Sources of evidence: observations, visits, surveys, etc. Subcomponents, Composite Scores, Ratings Improvement Plans, Appeals, Training Growth Locally Selected Measures Other Measures Scoring Imple- mentation Student Learning Objectives 40

41. www.engageNY.org SLO Resources from NYSED Please visit: http://engageny.org/resource/ student-learning-objectives/ 41

42. www.engageNY.org What Does the District Determine? 42

43. www.engageNY.org Assessment Options for SLOs Reference 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 43

44. www.engageNY.org Required SLOs Reference Guide 44 Please see the “Required SLOs: Reference Guide” for NYSED’s rules for teachers who have SLOs for State Growth 44

45. www.engageNY.org 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. 45

46. www.engageNY.org 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. 46

47. www.engageNY.org HEDI Criteria for SLOs in State Growth 47

48. www.engageNY.org HEDI for SLOs in State Growth Standards for Rating Categories Growth or Comparable Measures Highly Effective Results are well-above state average for similar students (or District goals if no state test). Effective Results meet state average for similar students (or District goals if no state test). Developing Results are below state average for similar students (or District goals if no state test). Ineffective Results are well-below state average for similar students (or District goals if no state test). What are “district goals” if there is no state test for the grade/subject? 48

49. www.engageNY.org HEDI Scoring Bands: Growth Measures State Value-added & Comparable Growth SLOs 2012-13 Growth Subcomponent Scoring Bands Where value-added measures apply Comparable Growth Measures: SLOs Highly Effective 22-2518-20 Effective 10-219-17 Developing 3-93-8 Ineffective 0-2 Remember that points are different for teachers in grades/subjects with value- added measures and those without: 49

50. www.engageNY.org APPR Form Requirements… for HEDI criteria 50

51. www.engageNY.org Setting HEDI Criteria – Three Examples After considering previous student performance, normative data, 3rd party data reports, district thresholds, district values/ priorities, districts have choices: Choice One: Set specific growth expectations by grade/subject (for all or some grades/subjects Choice Two: Set generic growth expectations for students across grades/subjects Choice Three: Set generic expectations for students meeting their individualized growth expectations across grades and subject 51

52. www.engageNY.org Example of Choice One: Setting Specific Growth Expectations by Grade/Subject District specifies that for grades 6 and 7 Science teachers, a State-approved 3rd party science assessment will be used as evidence of student learning for SLOs. What Student Progress Meets District Expectations Highly Effective 18-20 points Growth exceeds 3 rd party assessment benchmark Effective 9-17 points Growth is equal to 3 rd party assessment national benchmark for average growth compared to similar students. Specific points assigned based on place in range of “average” Developing 3-8 points Growth below 3 rd party assessment benchmark Ineffective 0-2 points Growth significantly below 3 rd party assessment benchmark 52

53. www.engageNY.org APPR Form Requirements… for HEDI criteria 53

54. www.engageNY.org Districts may decide there are certain levels of growth that meet/do not meet district expectations based on student’s baseline level of performance. In this example, multiple grades/subjects can utilize performance levels from 1-4 where 3 is on grade level/proficient like NYSED State tests. Districts will need to determine HEDI criteria. What Student Progress Meets District Expectations Performance Level END: 1END: 2END: 3END: 4 START: 1NOYES START: 2NO YES START: 3NO YES START: 4NO YES Target is what % of students make their specific level of acceptable growth or better. Example of Choice 2: Generic Student Growth Expectations Across Grades/Subjects Rating Points Ineffective 0-2 points Developing 3-8 points Effective 9-17 points Highly Effective 18-20 points Percentage of students whose progress meets expectations0-29%30-54%55-79%80%+

55. www.engageNY.org APPR Form Requirements… for HEDI criteria 55

56. www.engageNY.org Example of Choice 3: Generic Expectations for Student SLO Target Achievement Highly Effective 18-20 points Effective 9-17 Developing 3-8 Ineffective 0-2 The work of the teacher results in exceptional student academic growth beyond expectations during the school year. 90% of students met or exceeded the Student Learning Objective. The work of the teacher results in acceptable, measurable, and appropriate student academic growth. 80% of students met or exceeded the Student Learning Objective. The work of the teacher results in student academic growth that does not meet the established standard and/or is not achieved with all populations taught by the teacher. 50-79% of students met or exceeded the Student Learning Objective. The work of the teacher does not result in acceptable student academic growth. Fewer than 50% of students met or exceed the Student Learning Objective. 56

57. www.engageNY.org APPR Form Requirements… for HEDI criteria 70

58. www.engageNY.org Local Achievement 20% (15%) for Teachers and Principals 58

59. www.engageNY.org Locally-Selected Measures Teachers and Principals Locally-selected measures can measure growth or achievement Locally-selected measures count for 20 points (15 points with an approved value- added measure) 59

60. www.engageNY.org Locally-Selected Measures: Overview Growth and local measures must be different from one another To ensure comparability, select the same measure across all classrooms in the same grade/subject and/or for all principals in same or similar programs/buildings The State-approved list meets prescribed criteria for comparability and rigor; districts/BOCES who develop assessments will need to verify comparability and rigor Collective bargaining considerations 60

61. www.engageNY.org Rigorous Rigorous means that the locally-selected measure is: Aligned to the NYS learning standards To the extent practicable, the assessment must be valid and reliable as defined by the standards for Educational and Psychological Testing 61

62. www.engageNY.org Comparable Locally-comparable across classrooms means: The same locally-selected measures of student achievement or growth are used across all classrooms in the same grade/subject in the district or BOCES. For principals, the same locally-selected measure(s) must be used for all principals in the same or similar program or grade configuration in that school district or BOCES. Using more than one measure for teachers or principals in the same grade/subject/configuration requires high standard of District verification against Testing standards. 62

63. www.engageNY.org Measures for Teachers Using State/Regents Assessments Measures based on several options: 1. State assessments, Regents, examination, and/or Regent-equivalents. These include: a.The change in percentage of a teacher’s students who achieve a specific level of performance as determined locally, on such assessments/examinations in the previous year. b.Teacher-specific growth computed by NYSED based on % of the teacher’s students earning a State-determined level of growth. Methodology to translate such growth into State- established sub-component scoring ranges shall be determined locally. c.Other teacher-specific growth or achievement measure using State, Regents, and/or department approved alternative examinations computed in a manner determined locally. 63

64. www.engageNY.org Measures for Teachers Using All Other Options 2.State-approved list of 3rd party assessments 3.District, regional, or BOCES-developed assessment 4.School-wide growth or achievement results based on: a.State-provided school-wide growth score for all students taking State ELA or Math assessments in grades 4-8 b.Locally-computed measure based on State, State approved 3rd party, or a district, regional, or BOCES- developed assessment 5.SLOs (only for teachers without a State-approved Growth or Value-Added measure for Growth subcomponent): 64

65. www.engageNY.org Measures for Principals of Elementary and/or Middle Schools 1. Achievement levels on State assessments (% proficient or advanced) in ELA and Math Grades 4-8. 2. Growth or achievement for student subgroups (SWD, ELL) on State assessments in ELA and Math Grades 4-8. 3. Growth or achievement of students in ELA and Math (Grades 4-8) starting at specific performance levels (e.g., Level 1, Level 2) on State or other assessments. 4. SLOs used with any of the following (option is only for principals without a State-approved Growth or Value-Added measure for Growth subcomponent): – Any State, approved 3rd party, or district/ regional/ BOCES- developed assessment that is rigorous and comparable across classrooms. 5. Student performance on any district-wide locally-selected assessments approved for use in teacher evaluations. 65

66. www.engageNY.org Measures for Principals of High Schools 1. Percent of cohort achieving specified scores on Regents exams, AP, IB, or other Regents-equivalents. 2. Graduation rates (4, 5, 6 years) and/or dropout rates. 3. Graduation % with Advanced Regents designation and/or honors. 4. Credit accumulation (e.g., 9 th and 10 th grade) or other strong predictor of progress toward graduation. 5. SLOs used with any of the following (option is only for principals without a State-approved Growth or Value- Added measure for Growth subcomponent): – Any State, approved 3rd party, or district/ regional/ BOCES- developed assessment that is rigorous and comparable across classrooms. 6. Student performance on any district-wide locally-selected assessments approved for use in teacher evaluations. 66

67. www.engageNY.org Review Room Application The full list of options are listed first, then the dropdown boxes. For teachers in courses with a State-provided growth or value-added measure, SLOs are not an option so they are not listed here. 67

68. www.engageNY.org 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. 68

69. www.engageNY.org HEDI Criteria for Locally-Selected Measures 69

70. www.engageNY.org Determining HEDI Criteria: Locally-Selected Measures Standards for Rating Categories Locally-selected Measures of growth or achievement Highly Effective Results are well-above District or BOCES - adopted expectations for growth or achievement for grade/subject. Effective Results meet District or BOCES-adopted expectations for growth or achievement for grade/subject. Developing Results are below District or BOCES-adopted expectations for growth or achievement for grade/subject. Ineffective Results are well-below District or BOCES- adopted expectations for growth or achievement for grade/subject. 70

71. www.engageNY.org HEDI for Locally-Selected Measures Must be collectively bargained. Must describe a district-adopted level of expectation for every grade/subject although can use generic expectations. Expectations can be based on either growth or achievement of students. 71

72. www.engageNY.org Setting HEDI Criteria – Three Examples After considering previous student performance, normative data, 3 rd party data reports, district thresholds, district values/ priorities, districts have choices: Choice One: Set specific growth OR ACHIEVEMENT expectations by grade/subject (for all or some grades/subjects) Choice Two: Set generic growth OR ACHIEVEMENT expectations for students across grades/subjects Choice Three: Set generic expectations for students meeting their individualized growth OR ACHIEVEMENT expectations across grades and subject 72

73. www.engageNY.org Examples of Different Approaches to Setting District Expectations GROWTH: change in student results between two points in time ACHIEVEMENT: student results at end of year Level of growth over baseline (e.g., 20 percentage points growth) Achievement level (e.g., score 85 out of 100, Level 3 out of 4) Level of growth required given starting point to be on track Achieve proficiency (or achieve advanced level) Growth vs. a benchmark (State average growth, district average growth, vendor- provided benchmark) Achievement versus a benchmark (State or district average achievement, vendor-provided benchmark) Subgroup growth (lowest or highest achieving students; SWDs; ELLs) Subgroup achievement 73

74. www.engageNY.org HEDI Points… for Locally-Selected Measures Locally-Selected Measures of Growth or Achievement: Where state- provided value- added measure applies for Growth Where NO state- provided value- added measure applies for Growth Highly Effective 14-1518-20 Effective 8-139-17 Developing 3-73-8 Ineffective 0-2 Remember that points are different for teachers in grades/subjects with value- added measures and those without: 74

75. www.engageNY.org APPR Form Requirements for HEDI criteria Districts may decide to leave all HEDI criteria up to the school level and/or to be prescriptive with some grades/subjects, but not with others. 75

76. www.engageNY.org Adjustment Factors If any adjustments or controls are going to be used, districts must not only describe them in their APPR form submission, but make a number of assurances regarding their usage. 76

77. www.engageNY.org Examples of Locally-Selected Measures from the Case: Teachers The district has prioritized expository writing and STEM, and has identified a critical need to focus academic interventions in these areas. When negotiating their APPR, the district and their collective bargaining units determined that the following measures would be used: 4 th Grade Common Branch Teachers 7 th Grade Science Teachers School Librarians % of 4 th grade students earning a the proficient level (three) or better performance level on the 4 th grade State Science assessment % of 7 th grade science students who demonstrate growth of at least one level higher than their baseline analytical writing sample, as measured by the district-developed 7 th grade science writing assessment rubric. School-wide growth based on State-provided school-wide growth scores for all students in the school taking the State ELA assessment in grades 4-8. 77

78. www.engageNY.org Examples of Locally-Selected Measures from the Case: Principals The district has prioritized expository writing and STEM, and has identified a critical need to focus academic interventions in these areas. When negotiating their APPR, the district and their collective bargaining units determined that the following measures would be used: K-5 Principals6-8 Principals9-12 Principals % of students who achieve proficiency from those who scores a Level 1 or 2 on the prior year State assessment % of 4 th grade science students who achieve proficient or higher on State science assessment Growth of ELL students on 6-8 ELA and Math State assessments. No students decrease if 3s or 4s, at least 40% increase one level if 3s or below, at least 75% increase if 1s. % of 8 th grade science students who achieve proficient or higher on State science assessment % of students who score a 75 on ELA Regents and 80 on Math Regents increasing by at least 7%. 78

79. www.engageNY.org Case Study Discussion Please take out the NYPSD case study and review the HEDI criteria for locally-selected measures that the district plans to use. Then, discuss the following with your table groups: 1.In this case, the district and their collective bargaining units agreed that teachers/principals will use one generic HEDI criteria with all district- developed assessments across applicable grades/subjects within the district. Targets will be set based on what percentage of students make their specific level of acceptable growth or better. Also, the district will audit a random sampling of SLOs developed by teachers and principals in November to ensure rigor and comparability. Is this allowable? 2.In this case, the district and their collective bargaining units agreed to use a local measure for principals based on the percentage of students in 4 th and 8 th grade Science who earn the proficient (level 3) or higher. Is this allowable? 3.Is there any missing information that you notice from this section of the case? Is it allowable to submit an APPR form that is incomplete? 79

80. www.engageNY.org Putting it All Together: Composite Scores 80

81. www.engageNY.org HEDI Scoring Bands: putting it together 2012-13 where Value-Added growth measure applies Growth or Comparable Measures Locally- selected Measures of growth or achievement Other Measures of Effectiveness (60 points) Overall Composite Score Highly Effective 22-2514-15 Ranges determined locally 91-100 Effective 10-218-1375-90 Developing 3-93-765-74 Ineffective 0-2 0-64 2012-13 where there is no Value-Added measure Growth or Comparable Measures Locally- selected Measures of growth or achievement Other Measures of Effectiveness (60 points) Overall Composite Score Highly Effective18-20 Ranges determined locally 91-100 Effective9-17 75-90 Developing 3-8 65-74 Ineffective0-2 0-64 81

82. www.engageNY.org Review Room Application Districts must enter the same scoring ranges for the 60 point other measures here in the “Composite Scoring” section of the form as they did in the “Other Measures” section. 82