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Fort Plain Central School District

Fort Plain, NY
Annual Professional Performance Review
Classroom Teachers

PLAN ADOPTED BY THE BOARD OF EDUCATION:

June 15, 2016


TABLE OF CONTENTS
Introduction………………………………………………………………………………………………………………. 4
Our Belief………………………………………………………………………………………………………………….. 4
Part I: Annual Professional Performance Review…………………………………………….………. 5

Annual Professional Performance Criteria ………………………………………………………… 5

Student Performance Category .……………………………………………………………………….. 5

Teacher Performance Category ……..…………………………………………………………………. 6

Evaluation Process Student Performance Category ……………………………………..…… 7

Student Learning Objectives ………………………………………………………………………….…. 7

Teacher Performance Category / Observations …………………………………………….….. 8

Announced Observation …………………………….………………………………………….…………. 9

Unannounced Observation ……………………………………..……………………………………….. 9

Overall Observation Category Score and Rating……………………………………….……….. 10

Summative Meeting …………………………………………………………………………………………. 12

Overall Scoring Matrix ………………………………………………………………………………………. 12
Part II: Teacher Improvement Plan……………………………………………………………………………. 13
Part III: Teacher Appeals Process………………………………………………………………………………. 15

Appeals of Ineffective and Developing ratings…………………………………………..…….…. 15

What may be challenged in an appeal …………………………………………………………….…. 15

Prohibition against more than one appeal……………………………..……………………….….. 15

Burden of proof …………………………………………………………………………………………….……. 15

Teacher request for supporting documents ………………………………………………….……. 15

Timeframe for filing an appeal ……………………………………………………………………………. 15

Timeframe for District response …………………………………………………………………………. 16

Appeals Committee …………………………………………………………………………………………….. 16

Determination of appeal …………………………………………………………………………………….. 16

Decision ………………………………………………………………………………………………………………. 17

Exclusivity of §3012-d appeal procedure …………………………………………………………….. 17
Part IV: Training of Evaluators………………………………………………………………………………….. 17

Timing………………………………………………………………………………………………………………. 18

Re-Certification and Updated Training…………………………………………………………….. 18
Part V: Data Management……………………………………………………………………………………….. 18

Ensuring Accurate Data………………………………………………………………………………………. 19

Verification…………………………………………………………………………………………………………. 19

Reporting Subcomponent Scores……………………………………………………………………….. 20

Development, Security, and Scoring of Assessments………………………………………….. 20

Standardized assessments …………………………………………………………………………………. 20

Security ……………………………………………………………………………………………………………… 20

Scoring ………………………………………………………………………………………………………………. 20

Part VI: Miscellaneous………………………………………………………………………………………………. 20

Required Certificates………………………………………………………………………………………..… 20

Filing and Publication of APPR Plan…………………………………………………………………….. 20

Monitoring…………………………………………………………………………………………………………. 20

Storage…………………………………………………………………………………………………………..….. 21

APPR Review………………………………………………………………………………………………….…… 21
Appendix………………………………………………………………………………………………………………….. 22

INTRODUCTION

The Board of Education of the Fort Plain Central School District (District), adopts this Annual Professional Performance Plan pursuant to the requirements of Education Law §3012-d and accompanying regulations of the Board of Regents and the Commissioner of Education.
Annual Professional Performance Review (APPR) supports the professional growth of our educators. A successful review system should provide timely feedback, an opportunity to acknowledge educators’ strengths as well as their weaknesses and an opportunity for growth as an educator. Education Law §3012-d establishes a comprehensive performance evaluation system for classroom teachers.
OUR BELIEF
It is our belief that the teacher evaluation process is a partnership among teachers and administrators to promote professional growth. This partnership is based on mutual understanding, respect, and honest communication. It is with this understanding that we work to provide quality instruction for our students in a learning climate aligned with District goals where everyone has the opportunity to reach their highest potential.

PART I

Annual Professional Performance Review (APPR)

All Teachers

APPR Plan

Annual Professional Performance Criteria

Education Law §3012-d requires teachers to be evaluated based on two categories: the Student Performance Category and the Observation/School Visit Category. Under the new law, New York State continues to differentiate teacher effectiveness using four rating categories – “Highly Effective”, “Effective”, “Developing”, and “Ineffective”. Education Law §3012-d requires annual professional performance reviews (APPRs) to result in a single composite teacher or principal effectiveness rating that incorporates multiple measures of effectiveness. As in the past, the results of the evaluations shall be a significant factor in employment decisions, including but not limited to promotion, retention, tenure determination, termination, and supplemental compensation, as well as teacher professional development (including coaching, induction support, and differentiated professional development). (NYS Department of Education [NYSED], 2015, p. 6)


  1. Student Performance Category (50%)

For the required subcomponent, district/BOCES must utilize a State-provided growth score where one exists. In instances where State-provided growth scores cover at least 50% of a teacher’s students, such growth scores will be used as the sole measure for the required subcomponent of the Student Performance Category. Please note that State-provided growth scores continue to be calculated in the same manner as under Education Law §3012-c. In instances where a teacher receives a State-provided growth score, but that growth score does not cover at least 50% of a teacher’s students, that teacher or principal must have Student Learning Objectives (SLOs) developed and approved by the superintendent or another trained administrator serving as his or her designee. (NYSED, 2016, p. 6)
The two new sections 30-2.14 and 30-3.17 were added to the regulations to provide for a four year transition period for annual professional performance reviews (APPRs) while the State completes the transition to higher learning standards through new State assessments aligned to the higher learning standards, and a revised State-provided growth model.

During the transition period (2015-16 through 2018-19), transition scores and HEDI ratings will be generated and used to replace the scores and HEDI ratings for teachers and principals whose HEDI scores are based, in whole or in part, on State assessments in grades 3-8 ELA or math (including where State-provided growth scores are used) or on State-provided growth scores on Regents examinations.

During the 2015-16 through 2018-19 school years, State-provided growth scores will be used for advisory purposes only. These measures and SLOs based on the grades 3-8 ELA and math State assessments shall only be used for calculating original scores and ratings. Districts and BOCES shall also calculate transition scores and ratings during this time period that exclude the results of the grades 3-8 ELA and math State assessments and any State-provided growth scores. These transition scores and ratings will be used for all employment related decisions including the requirement for teacher and principal improvement plans pursuant to section 30-3.11 of the Rules of the Board of Regents.

During the 2016-17 through 2018-19 school years, in instances where excluding the results of the grades 3-8 ELA and math State assessments and any State-provided growth scores results in no remaining student performance measures for purposes of calculating transition scores and ratings, districts must develop alternate SLOs for affected educators based on assessments that are not the grades 3-8 ELA and math State assessments or any State-provided growth scores. (NYSED, 2016, p. 6)
For all other teachers, an SLO must be developed and approved by the superintendent or another trained administrator serving as his or her designee. SLOs must use State-provided growth scores on State assessments for ELA/math (if available). Additional SLOs must then be set beginning with the grade(s)/courses(s) that have the largest number of students until at least 50% of students on a teacher’s course roster are covered. Where a State assessment exists, it must be used as the underlying evidence for the SLO. (NYSED, 2016, p. 6)
Math and/or ELA teachers 4-8 – NYSED will provide a growth score based upon the state assessment. (During the 2015-16 through 2018-19 school years, State-provided growth scores will be used for advisory purposes only.)

  • Student Learning Objectives (SLO) will be used to determine student growth for:

    • Core subject teachers (6-8 Science and Social Studies, 9-12 ELA, Math, Science and Social Studies) – Teachers without a state provided growth score will write an SLO to show student growth using a state assessment if one exists. If no state assessment exists teachers would use Renaissance Learning- STAR Literacy K-3, Reading K-12 & Math K-12, or SED approved locally developed assessments.

    • Other grades/subjects - Renaissance Learning- STAR Literacy K-3, Reading K-12 & Math K-12, or SED approved locally developed assessments or State assessment.




  1. Teacher Performance Category / Observation (50%)

The second category is comprised of two mandatory subcomponents. The two mandatory subcomponents shall be based on:

  • One observation that shall be conducted by a principal or other trained administrator and;

  • A second observation that shall be conducted by one or more impartial independent trained evaluator(s) selected and trained by the district. An independent trained evaluator may be employed within the district, but may not be assigned to the same school building as the teacher being evaluated.

  • At least one of the mandatory observations must be unannounced.


The District shall assign an appropriately trained evaluator to perform two (2) classroom observations, one (1) of which will be announced and one (1) of which will be unannounced for tenured teachers, and three (3) classroom observations, two (2) of which will be announced and one (1) of which will be unannounced for probationary teachers. These observations may be performed directly or by videotape with the mutual agreement of all parties. Charlotte Danielson’s The Framework for Teaching (2011 Revised Edition) will be used for classroom observations (Appendix A).
Teacher Evaluation Process

Student Performance Category

Student achievement accounts for 50% of teacher evaluations. Following NYSED guidelines some teachers will be covered by the State-provided growth measure and will receive a growth score from the state for the growth subcomponent score of their evaluation using the growth score band below. (During the 2015-16 through 2018-19 school years, State-provided growth scores will be used for advisory purposes only.) (NYSED, 2016, p. 6)
If the state does not provide a growth measure a Student Learning Objective (SLO) must be created and approved by the superintendent or another trained administrator serving as his or her designee to determine a growth score.
State Growth Score - mandated

Highly

Effective

Effective

Developing

Ineffective

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0


Student Learning Objectives (SLOs)

A Student Learning Objective, or SLO, is an academic goal set for an educator’s students at the start of a course. It represents the most important learning that is aligned to Common Core, national, or state standards, as well as any other school and district/BOCES priorities. The goals must be specific and measurable, based on available prior student learning data. This baseline data may come from a variety of sources including pre-tests/pre-assessments and a student’s prior academic history.
SLOs are developed and approved by the superintendent or another trained administrator serving as his or her designee, and are not subject to collective bargaining. Educators contribute to the development of SLOs following the processes determined by the leadership of their districts. SLOs should be based on as much student data as possible and should be created to be ambitious and rigorous for all students. Superintendents must certify that all individual growth targets used for SLOs represent, at a minimum, one year of expected growth consistent with State guidance. These targets may take the following characteristics into account, as applicable: poverty, students with disabilities, English language learners status, and prior academic history.

The building principal will identify the teachers in their building who will have State-provided growth measures and those who must write a SLO or SLO(s) as “comparable growth measures” as per state guidelines. The principal will notify teachers of the grade(s)/subject(s) in which they must write SLO(s) no later than BEDS day. However, the principal will make every effort to inform teachers of this information as soon as it becomes available. The SLO will include the elements prescribed by the state (Appendix B).

The teacher will obtain all possible measures on students to best inform baseline data before creating the SLO(s) with appropriate targets. Prior to October 16th SLO(s) must be submitted for review by the building principal. For second semester half-year classes, the SLO(s) must be submitted prior to March 3rd. After the SLO submission, a meeting will take place with the teacher and the administrator to review the SLO(s). It is the responsibility of the superintendent or another trained administrator serving as his/her designee to approve the SLO(s) and ensure they measure growth of individual students and that the targets set are rigorous and comparable and align with District goals. SLO(s) will be approved by October 30th (March 17th for second semester courses). Throughout the school year SLO(s) will be monitored by the teacher and building principal.

The building principal will ensure all assessments used in the measurement of SLO(s) are secure and that individuals with vested interest in the outcome of their assessments are not involved, to the extent practicable, in the administration and scoring of those assessments. Scoring of SLO(s) will follow state guidelines for determining teacher ratings for the growth subcomponent (See HEDI scoring bands below). At the end of the year SLO scores will be calculated by administrators using state guidelines. A final score will be reported on the Teacher Overall Rating Form (Appendix I). Teachers covered by the State-provided growth measure will receive a growth score from the state for this portion of their evaluation. Teachers will use this score to reflect on student learning results and consider implications for future practice.

SLO (Percentage Points) - mandated

Highly

Effective

Effective

Developing

Ineffective

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

97-100

93-96

90-92

85-89

80-84

75-79

67-74

60-66

55-59

49-54

44-48

39-43

34-38

29-33

25-28

21-24

17-20

13-16

9-12

5-8

0-4


Teacher Performance Category / Observation (50%)

The observation portion of the teacher evaluation plan shall be based on two mandatory subcomponents. The two mandatory subcomponents are as follows:

  • At least one observation conducted by a principal or other trained administrator; 
and

  • At least one additional observation conducted by one or more impartial 
independent trained evaluator(s) selected and trained by the district/BOCES. (Please note: An independent trained evaluator may be employed within the district, but may not be assigned to the same school building, as defined by BEDS code, as the teacher being evaluated.)

  • At least one of the above two mandatory observations must be unannounced.

  • These observations may be performed directly or by videotape with the mutual agreement of all parties.

Observations for tenured and probationary teachers

Every tenured teacher will be observed two (2) times during the school year, one (1) will be announced, conducted by the building lead evaluator and one (1) will be unannounced conducted by an impartial independent observer to be determined by the District. Every probationary teacher will be observed three (3) times during the school year, two (2) will be announced, conducted by the building lead evaluator and one (1) will be unannounced conducted by an impartial independent observer to be determined by the District. An additional observation may be requested by the teacher or administrator.
Announced observation by the lead evaluator for teachers

The announced observation will be conducted by the lead evaluator, which will be defined as the building principal for general education teachers and the Director of Special Education for all special education teachers. In the case of a collaborative observation, the lead evaluator will be mutually agreed upon by the administration and teachers being observed. An observation will last a class period, forty (40) minutes in duration. It will be weighted 90% of the teacher’s total score. For probationary teachers, the average score of both announced observations will be weighted 90% of the probationary teacher’s total score. Observations may commence September 30th and be completed by June 1. The announced observation(s) for tenured and probationary teachers will include a pre-conference and post-conference meeting with the administrator using the components of The Framework for Teaching (Appendix A). Prior to the pre-conference meeting, the teacher is expected to provide a completed Pre-observation Reflection Form and a completed Domain 1 available on the StaffTrac online program to review with the administrator. Within ten (10) school days of the announced observation a post-conference will occur. During the post conference, the teacher will be provided with a rubric in order to allow a professional dialogue to take place between the teacher and the administrator to review the lesson, address commendations/recommendations for the future and discuss the scores of the components of The Framework for Teaching. Prior to the post-conference, the teacher will provide a completed Post-observation Reflection Form available on the StaffTrac online program. The lead evaluator will focus on the following two (2) subcomponents of Domain 4 of The Framework for Teaching: Reflecting on Teaching (4-a) and Growing and Developing Professionally (4-e). These subcomponents of Domain 4 will be discussed during the pre and post observation meetings.
Unannounced observation by the independent evaluator

The unannounced observation will be conducted by an impartial independent observer determined by the District. This observation will be weighted 10% of the teacher’s total score. The independent evaluator will focus on the following four subcomponents of Domain 3 of The Framework for Teaching: Communicating with Students (3-a), Using Questioning and Discussion Techniques (3-b), Engaging Students in Learning (3-c), and Using Assessment in Instruction (3-d). Observations may commence September 30th and be completed by June 1. The unannounced classroom observation will consist of at least one (1), but no more than two (2) visitations and will not exceed forty (40) minutes in totality. In the event there is a second visitation, there will be a verbal request from the teacher or administrator. The administration will provide a rubric within ten (10) school days of the unannounced observation.

Rubrics for Enhancing Professional Practice: A Framework for Teaching

Each observation will be completed using a rubric with rating categories that are aligned to HEDI ratings and 1-4 levels. Each observation will be scored between 1 and 4.


Danielson Performance Level

SED Performance Level

Rating

Unsatisfactory

Ineffective

1

Basic

Developing

2

Proficient

Effective

3

Distinguished

Highly Effective

4


Once the observations are complete, they will be combined using a weighted average.

This will produce an overall Observation category score between 1-4. This score will be converted into a HEDI rating based on the ranges listed below.
Overall Observation Category Score and Rating





Minimum

Maximum

H

3.5

4.0

E

2.5

3.49

D

1.5

2.49

I

0

1.49


Example Observation Score

Observation – Lead Evaluator (90%)

Assessment of teacher effectiveness

Observation/Evidence

Domain Scores

Average

Domain 1

Planning and Preparation

2.4

Domain 2

The Classroom Environment

3.1

Domain 3

Instruction

2.6

Domain 4

Professional Responsibilities

2.1

Subtotal

10.2

Divide by the number of Domains/evidence

10.2/4 =2.55

Final score

2.6

HEDI Rating

Effective


Observation – Independent Evaluator (10%)

Assessment of teacher effectiveness

Observation/Evidence

Domain Scores

Average

Domain 3-a*

Communicating with Students

3.4

Domain 3-b*

Using Questioning and Discussion Techniques

3.6

Domain 3-c*

Engaging Students in Learning

3.2

Domain 3-d*

Using Assessment in Instruction

2.8

Subtotal

13.0

Divide by the number of Domains/evidence

13.0/4 = 3.25

Final Score

3.25

HEDI Rating

Effective




Calculation of Weighted Scores

Weighted Points for Lead Evaluator

Weighted Points for Independent Evaluator


Weighted points added together for total score


2.6 x 90%
# of points = 2.34


3.25 x 10%
# of points = .325

TOTAL POINTS FOR OBSERVATION = 2.67 - EFFECTIVE

*Any component not observed will not be scored.

Summative Meeting

An end of year summative meeting may take place at the request of the teacher or the administrator to discuss overall performance. The District shall compute and provide to the teacher their score and rating for the Student Performance category, if available, and for the Teacher Observation category for a teacher’s APPR, in writing, no later than the last school day of the school year for which the teacher is being measured, but in no case later than September 1 of the school year next following the school year for which the teacher’s performance is being measured. Teachers receiving state growth scores will be mailed as soon as scores from NYSED become available. Annual professional performance reviews for each educator must be completed and results provided to the educator in no case later than September 1 annually. This form will be signed by the teacher and administrator. A signed copy will be returned to the building principal. The Total Composite Score Form will be placed in the teacher’s personnel file. If the score places the teacher in the “Developing” or “Ineffective” category, a Teacher Improvement Plan (TIP) will be initiated. The teacher’s overall rating will be determined by the state mandated matrix by combining the student performance rating and the observation/school visit rating. This matrix is demonstrated below.






Observation/School Visit


Student Performance




Highly Effective

(H)

Effective

(E)

Developing

(D)

Ineffective

(I)

Highly Effective

(H)



H


H


E


D

Effective

(E)



H


E


E


D

Developing

(D)



E


E


D


I

Ineffective

(I)



D


D


I


I

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