Source: https://data.nysed.gov/businessrules.php?type=evaluation
Timestamp: 2019-04-22 16:23:17+00:00

Document:
There are three publicly available data sets: Annual Professional Performance Review (APPR) under Education Law §3012-c, Annual Professional Performance Review (APPR) under Education Law §3012-d, and State-Provided Growth (SPG).
APPR is the term used to describe NY State's teacher and principal evaluation system. Data has only been included for those districts and BOCES with an approved APPR plan for the applicable school year. Each classroom teacher and building principal must receive an overall rating of Highly Effective, Effective, Developing, or Ineffective (HEDI). This rating is based on a single composite effectiveness score (ranging from 0-100 points) that is calculated based on the scores received by the teacher or principal in each of the three subcomponents (State Growth or Other Comparable Measures, Locally-Selected Measures, and Other Measures of Educator Effectiveness).
NYC's 20-point scale for the State Growth of Other Comparable Measures and Locally-Selected Measures subcomponents: 0-12, 13-14, 15-17, 18-20.
Rest of State 20-point scale for the State Growth of Other Comparable Measures and Locally-Selected Measures subcomponents: 0-2, 3-8, 9-17, 18-20.
Since Education Law §3012-c requires a number of decisions within APPR plans to be collectively bargained, APPR results across school districts and BOCES may not be based on the exact same measures, assessments, or scales for every classroom teacher or building principal. Thus, caution should be exercised when attempting to compare results across school districts and BOCES. Please see the NYSED "Approved APPR Plans" page for all approved versions of districts' and BOCES' APPR plans.
APPR is the term used to describe NY State's teacher and principal evaluation system. Data has only been included for those districts and BOCES with an approved APPR plan for the applicable school year. Each classroom teacher and building principal must receive an overall rating of Highly Effective, Effective, Developing, or Ineffective (HEDI). Each classroom teacher and building principal must receive an overall rating based on the ratings received by the teacher or principal in the Student Performance and Teacher Observation/Principal School Visit Categories and determined using a State-prescribed matrix.
Education Law §3012-d states that the Commissioner must determine the scoring ranges for the Required and Optional subcomponents of the Student Performance Category. Accordingly, Subpart 30-3 of the Rules of the Board of Regents requires that the following 0-20 point scoring ranges be used to determine an educator's overall HEDI rating in the Student Performance Category of APPRs conducted pursuant to Education Law §3012-d (beginning in the 2015-16 school year, and thereafter): 0-12, 13-14, 15-17, 18-20.
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. Where measures are based only in part on the grades 3-8 ELA/math State assessments or State-provided growth scores (e.g., an SLO based on a group measure using results from the 3-8 ELA State assessments and results from Regents assessments), districts/BOCES determine whether to use the measure with the remaining assessments. Please note that educators with SLOs based only on other State assessments (e.g., Regents assessments), or State approved 3rd party or locally-developed assessments, are not impacted by the transition period.
During the 2015-16 school year, the overall transition scores and ratings were determined based upon the remaining subcomponents of the APPR that are not based on the grade 3-8 ELA or math State assessments or State-provided growth scores. In APPRs conducted pursuant to Education Law Education Law §3012-c, the scores of the remaining subcomponents were scaled up according to a locally-determined methodology in order to generate a new Overall Composite score out of 100. In APPRs conducted pursuant to Education Law §3012-d, educators' Overall Composite APPR ratings were determined using the State-prescribed matrix based on the ratings generated by the remaining measures in the required and/or optional subcomponents of the Student Performance Category, and the educators' Observation/School Visit Category ratings.
For APPRs conducted pursuant to Education Law §3012-d during the 2016-17 through 2018-19 school years, districts/BOCES must develop "Alternate SLOs" in instances where no Student Performance Category measures can be generated for an educator due to the exclusion of the grades 3-8 ELA/math State assessments or State-provided growth scores to determine educators' Transition Student Performance Category score and rating. Alternate SLOs must be based on other State-administered or State-approved assessments.
Districts/BOCES must continue to calculate "original" APPR scores/ratings during the transition period based on the measures in their approved APPR plans without any modifications. Districts must report both Original and Transition scores and ratings in each APPR subcomponent and/or category, and Original and Transition Overall scores/ratings for affected educators through the 2018-19 school year. For more information about transition scores and ratings please see Sections 30-2.14 and 30-3.17 of the Commissioner’s regulations.
These data are the "State-Provided Growth" ratings as provided by NYSED to school districts.
The State-Provided Growth measure shows the growth obtained by an educator's students on State assessments. The growth of each student is compared to similar students (based on past assessment scores and certain characteristics (SWD status, poverty status and ELL status)).
State-Provided Growth scores are provided for teachers of grades 4-8 ELA and math and their principals. Under Education Law §3012-c, State-provided growth scores are to be used as the State Growth or Other Comparable Measure subcomponent for these educators' APPR. Under Education Law §3012-d, State-provided growth scores are to be used as the Required Student Performance subcomponent for these educators' APPR. Based on this measure, each educator earns one of four growth ratings (HEDI) and a growth score from 0-20 points.
Student growth based on the number of Regents exams passed annually starting in the year of student entry into 9th grade, compared to similar students statewide.
During the 2015-16 through 2018-19 school years, such State-provided growth scores must be excluded from the calculation of transition scores and ratings. State-provided growth scores will still be provided to educators during the transition period for advisory purposes only.
For more information about State-Provided Growth Scores please see the Resources about State-Provided Growth Measures.
Beginning in 2012-13, only districts/BOCES/charter schools with approved APPR plans are included in APPR data. New York City is not included prior to 2013-14 as they did not have an approved APPR plan. New York City's subcomponent scoring ranges are different from those used by districts and BOCES in the rest of the State (please see the approved NYC APPR Plan for a description of these scoring ranges). BOCES are not included in the State-Provided Growth score file prior to 2013-14. Results for BOCES serving students in grades 4-8 ELA and Math are provided for 2013-14, 2014-15 and 2015-16.
APPR under Education Law §3012-c – Educators who have subcomponent scores which do not equal the Overall composite score reported are included and the reported composite score is used in the APPR data.
Educators who have staff evaluation data for multiple schools in one district are counted separately at each school; they are only counted once at the district, county, and state aggregations.
When an educator is reported by multiple districts, charters or BOCES, they are counted once in each location in any particular role (teacher or principal). The educator is counted multiple times for the state and county aggregate.
Educators teaching Pre-school or GED exclusively are excluded. Trends related to the exclusion of APPR data submitted for teachers of Pre-school exclusively will be monitored for consistency.
The BOCES data are the actual staff evaluation data associated with a particular BOCES' instructional program(s). These data are not a combination of data associated with the individual component districts found within a BOCES region. In other words, APPR data (subcomponent and composite) are for educators employed by a particular BOCES and are not the aggregate APPR data from district employed educators within a BOCES region.
*Miscellaneous subject area includes Religious Education and Theology, Military Science, and Nonsubject specific courses.
In some cases filtering is not available at the BOCES, district, and school level because it is either not applicable or it would lead to the release of personally identifiable information.
De-identified disaggregated data files are available. There are 5 files in the Teacher Evaluation database (APPR State Researcher File csv, APPR District Researcher File csv, SPG State Researcher File csv, SPG District Researcher File csv, and a Microsoft Access database).
The State level data files contain multiple rows for an educator if they teach multiple grades and/or subjects.
The district level data files contain one row per educator in that district who were included in the dataset.
Research IDs were randomized for each file separately and cannot be used to link educators across files.
After applying filters to the data on the site at the BOCES, district or school level a range will be provided instead of an exact count of educators to further protect PII.
1The procedure for scaling of transition subcomponents under Education Law §3012-c was determined at the LEA-level; therefore, transition subcomponent data is not displayed for APPR results under Education Law §3012-c.

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