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
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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
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 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
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
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.
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


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 goalsetting 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 2012-13, if available
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 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
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
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
[http://usny.nysed.gov/rttt/teachers- leaders/assessments/]

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/teacherdeveloped assessments

Must be different from growth component
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 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).
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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
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 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)
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 91-100
points reflect a “Highly Effective” score
 75-90
points reflect an “Effective” score
 65-74
reflect a “Developing” score
 0-64
points reflect an “Ineffective” score
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 18-20

 9-17
“Highly Effective”
points if results meet state average

 3-8
points if results are well above state average
“Effective”
points if results are below the state average

“Developing”
 0-2
points if results are well below the state
average

“Ineffective”
13
 18-20
points if results are well above districtadopted expectations

 9-17
“Highly Effective”
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”
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 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
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 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
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 “Developing”
result in a TIP


or “Ineffective” rating must
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
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
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 locallynegotiated procedures including issuance and
implementation of TIP
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