According to the state, each teacher’s total score on the review will be composed of the following elements: student growth data from state tests (20 percent of the score); other locally selected (and negotiated with unions) measures of student achievement (20 percent of the score); and locally negotiated (through unions) evaluations, ratings and effectiveness scores (60 percent of the score). Hebert said CCS will require a professional binder as part of its local component.
This spring, the state will debut math and English exams for third through eighth-grade students that test their mastery of these more-challenging standards. Some high school Regents tests will incorporate the standards the following year.
Hebert said it is hard to compare apples to oranges, and essentially there are two types of tests — Regents exams, which are exit outcome tests (meaning student have to pass that to graduate), and program tests, which examine how well students are being prepared.
“This change to focus on growth makes sense because if you are measuring how much teachers are providing growth for students, even at the Regents level, then you are comparing apples to apples that way,” he said.
CCS is using a third party, Northwest Evaluation Association, to help with assessments and testing. Hebert said once students are retested in May or June, using the NWEA testing, teachers will be required to write a student learning objective to equate to the scores for the APPR.
“With the third party assessment we will be doing an interim testing round as well, probably in January so that the teachers will get feedback on how well their students are doing and be able to adjust their instruction accordingly,” Hebert said.
There is also a built-in appeals procedure, negotiated between districts and unions, so that teachers who do not agree with their review outcomes may appeal.