A state-governed process for evaluating New York's teachers and
principals. Teachers and principals are given a score for the
student performance category and the observation category along with
an overall effectiveness rating at the end of each school year. A
portion of that rating is directly tied to student performance on
state exams or other state-approved learning measures. District APPR
plans must be submitted to and approved by the New York State
A specific and comprehensive plan, locally negotiated by each
district in New York state and approved by the New York State
Education Department, for implementing the new APPR requirements
within a school district.
A process required by education law and negotiated locally, by which
teachers or principals can contest their effectiveness rating.
Tests administered throughout the school year that give teachers
immediate feedback on how students are meeting academic standards.
Benchmark or formative assessments can be used as a tool to measure
individual student progress toward academic goals and to help
teachers identify content areas that need further attention or
students who need extra help.
The state learning standards, which are essentially a series of
learning goals and expectations that guide curriculum development
and teaching practices across the state. The standards, adopted by
New York in 2011, are comprised of the Common Core State Standards â€“
national academic standards developed by the National Governors
Association Center for Best Practices and the Council of Chief State
School Officers â€“ along with a small set of additional standards.
The Common Core State Standards were developed by a group of key
stakeholders â€“ teachers, business representatives, school
administrators, governors, state education leaders, and content
experts â€“ from 46 states, including New York.
The process by which observation, growth and achievement measures
are translated into point scores, and by which those numerical
scores are then translated into associated HEDI ratings
using a state-designed matrix system.
The New York State Education Department's system for comparing the progress (i.e. academic growth) of similar students and by which those numerical scores are converted into associated effectiveness ratings using a consistent scale.
State-provided growth scores measure student performance in the
current year compared to that of similar students statewide. They
are provided to teachers whose courses end in a state-created or
administered test for which there is a state-provided growth model
and at least 50 percent of a teacher's students are covered under
the state-provided measure.
The means through which districts/BOCES that are unable to complete and receive state approval on a new APPR plan - consistent with regulations set forth in the Education Transformation Act of 2015 - by the Nov. 15, 2015 deadline can maintain their eligibility for a state aid increase and extend the deadline for approval of their new APPR plans.
An effectiveness rating of "Highly Effective," "Effective," "Developing"
or "Ineffective" given to all teachers and principals in the state,
as determined by state law.
A set of consistent
criteria and standards used to outline expectations of quality
performance and measure success in achieving those expectations.
Capital Region BOCES uses the
rubric to guide evaluation and scoring of classroom observations.
An academic goal for the school year set by teachers and
administrators for a group of students that is: specific,
measurable, based on prior student learning data, and aligned to
state curriculum standards. Assessment of student progress toward
SLOs is used to determine a student growth score for teachers who
are not provided a growth score by the state. The process by which
SLOs are set, reviewed and assessed is determined at the local
level. Under the 2015 APPR regulations, all teachers who receive a
state-provided growth score must have a back-up SLO for comparable
growth measures in case there are not enough students, not enough
scores, or unforeseen issues with the data used to generate such a
professional development plan provided to teachers/principals rated as
developing or ineffective. A TIP/PIP identifies areas in need of improvement
and includes a timeline for achieving improvement, the
manner in which the improvement will be assessed, and, where
appropriate, activities to support a teacher's/principal's improvement in those