Wappingers CSD - Wappingers Central School District

Report
Wappingers CSD
Annual Professional performance review
(APPR overview)
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 14th, 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)
Highly Effective
Effective
Developing
Ineffective
Point Range
91‐100 points
75‐90 points
65‐74 points
0‐64 points
The HEDI Rating is calculated with three
elements that create the composite scores
Composite Score Breakdown:
Criteria
Percentage
VA Criteria
VA percentage
Teacher Observation
60%
Teacher Observation
60%
Student Growth on
State Assessment or
Comparable Measure
(SLO)
20%
Student Growth on
State Assessment or
Comparable Measure
(SLO)
25%
Local Assessment
20%
Local Assessment
15%
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 Mandated
Negotiated
Two Classroom Observations
Observers 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:
25
20
24
20
23
20
22
19
21
19
20
19
19
18
18
18
17
17
16
16
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
rd
 3 Party Assessments such as Acuity
Which Teachers Will Require a SLO?
Situation
Requirement
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
o 3rd Grade Teachers will receive individual scores and K-2 Teachers
will receive composite score based on 3rd grade performance as a
whole.
o Vassar 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.
3rd Grade Assessment Target Scores
Math
ELA
Acuity Scale
Score
NYS Proficiency
Target
Acuity Scale
Score
NYS Proficiency
Target
0-350
Level 1
0-350
Level 1
351-500
Level 2
351-425
Level 2
501-600
Level 3
426-499
Level 3
601+
Level 4
500+
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 Ed
SWD Not Self Contained
SWD Self Contained
Student Performance Level:
Student Performance Level:
Student Performance Level:
Level 1 (score 0-17 %)
Level 2 (score 18-34 %)
Level 3 (score 35-49 %)
Level 4 (score 50-64 %)
Level 5 (score 65-84 %)
Level 6 (score 85-100 %)
Level 1 (score 0-9 %)
Level 2 (score 10-17 %)
Level 3 (score 18-26 %)
Level 4 (score 27-34 %)
Level 5 (score 35-42 %)
Level 6 (score 43-49 %)
Level 7 (score 50-54 %)
Level 8 (score 55-84 %)
Level 9 (score 84-100 %)
Level 1 (score 0-5 %)
Level 2 (score 6-9 %)
Level 3 (score 10-13 %)
Level 4 (score 14-17 %)
Level 5 (score 18-22 %)
Level 6 (score 23-26 %)
Level 7 (score 27-34 %)
Level 8 (score 35-42 %)
Level 9 (score 43-49 %)
Level 10 (score 50-54 %)
Level 11 (score 55-84 %)
Level 12 (score 84-100 %)
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 Test
Target
Target
Post
Met Target?
50
65
65
72
Y
17
18
18
20
Y
98
65
65
100
Y
70
65
65
64
N
75%
Met Target
Effective
17
16
15
14
13
12
11
10
9
89-88
87-86
85-83
82
81
80
79
78-77
76-75
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?
72
Y
54
N
75%
100
Y
Met Target
64
Y
Effective
17
16
15
14
13
12
11
10
9
89-88
87-86
85-83
82
81
80
79
78-77
76-75
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.”
Questions:

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