May 16, 2022 – Fact Sheet 22-07 (updated): Changes to Annual Professional Performance Review (APPR)

June 17, 2021 – Fact Sheet 21-11 (updated): Changes to Annual Professional Performance Review (APPR)

June 12, 2020 – NYSUT Fact Sheet: Changes to Annual Professional Performance
Click here to access

NYSUT – How do I understand my growth score?
Click here to go to the site.

EngageNY has uploaded several new documents

Guidance on using the 2012-2013 Comparison Chart. Click here to go to the site.

Interpreting 3-8 ELA-Math Test Results Score Repots – Click here to go to the site.

The Danielson Rubric in Portrait rather than Landscape format:

Click to download the Danielson Rubric

Annual Professional Performance Review

The following information is taken from New York State Department of Education:

What is the APPR?

A single composite effectiveness score for your evaluation that requires multiple measures of evidence required through Education Law §3012-c(2)(a)

What are the rating categories?

  • Highly Effective
  • Effective
  • Developing
  • Ineffective

How will my rating be calculated?

  • 60% shall be based on multiple measures of teacher effectiveness using the Danielson Rubric
  • 20% on student growth (student progress over time) on state assessments or a comparable measure of student growth
  • 20% on student achievement (what a student knows about a specific subject area) on locally selected measures that are determined to be rigorous and comparable across classrooms

Assessments used for growth and achievement must be distinct (the same assessment may not be used for both growth and achievement). Possibilities include NYS ELA/Math 4-8, NYS Regents Exams, District-determined assessment from list of Stateapproved 3rd party assessments, District, regional or BOCES-developed assessments provided that the District or BOCES verifies comparability and rigor, SLO (Student Learning Objective)

What is Value Added?

At the time of this posting (August 13, 2012) no “value-added” model has been approved.
2012-2013 school year and thereafter, where there is an APPROVED value-added model by the Board of Regents:

  • 25% on student growth on State assessments or comparable measures,
  • 15% on other locally-selected measures

NOTE: Locally-selected measures must be rigorous and comparable across classrooms in accordance with standards prescribed by the Commissioner

The following information is from the NYSUT webpage:

What is a SLO?

SLO is an acronym for Student Learning Objective which is nothing more than the academic goal that you have for your students. Special Ed teachers are very familiar with setting academic goals in IEPs and are a valuable resource. SLOs must include baseline performance data for each student and benchmarks to assess progress and growth goal targets. According to NYSUT “Pre-tests should be given after the new school year has begun. This allows a more precise measure, rather than using data from the prior year. Targets would be set after the results of the pre-test are analyzed.”

Who needs SLOs?

If there is no State assessment for the course you are teaching, you will need a SLO to measure the 20% State growth component.

What are the required components of a SLO?

Population: Which students is the SLO going to cover?
Learning Content: What is being taught? What standards are being used?
Interval of Instructional Time: The instructional time period must be defined. This may be a semester, quarter or year. Teachers of multiple-year subjects could have annual goals.
Evidence: What assessment or student work is being used to measure your goal?
Baseline: What is the starting level of learning for students in the class? Describe how students performed on the pre-assessment.
Target: What is the expected outcome for students at the end of the course/year?
HEDI Criteria: The evaluator and the teacher should both understand what the performance expectations are for HEDI (Highly Effective, Effective, Developing, and Ineffective) rating categories. How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below”,” (ineffective), “below” (developing), and “well-above” (highly effective). These ranges translate into HEDI categories to determine teachers’ final rating for the growth subcomponent of evaluations. Districts must set their expectations for the HEDI ratings and scoring: HEDI criteria can be determined at the time of target-setting or Districts can choose to let principal judgment apply.
Rationale: Why did you choose this learning content, evidence and target? The SLO should be specific, measurable and should represent what is considered the most important learning for the course/subject.

For more information from the NYSUT webpage, click here and for more information from the State at EngageNY, click here.

To Be Continued…

I’ve attached the Guidance Document from NYS if you’d like more information now. Click below for access.

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