The following resources provide relevant information and support to districts and BOCES about Annual Professional Performance Reviews under Education Law §3012-c and Subpart 30-2 of the Rules of the Board of Regents.
APPR Statute, Regulations, and Guidance
On March 14, 2012, the Assembly and Senate passed the revised teacher and principal evaluation law proposed by the Governor (S.6732/A. 9554). On March 27, 2012, the Governor signed the revised teacher and principal evaluation law as Chapter 21 of the Laws of 2012. At its March meeting, the Board of Regents adopted regulations to implement Education Law §3012-c, as amended by Chapter 21 of the Laws of 2012 (S.6732/A.9554), effective April 4, 2012. The Legislature further amended Education Law §3012-c on July 1, 2012 (Chapter 68 of the Laws of 2012), March 30, 2012 (Part A Section 22 of Chapter 57 of the Laws of 2012), March 29, 2013 (Part A of Chapter 57 of the Laws of 2013), and March 31, 2014 (Chapter 56 of the Laws of 2014).
To access Education Law §3012-c, select “Laws” then “Laws of New York” from the top menu bar, enter “3012-c” in the search box and click on the second link, “Education Law § 3012-C.”
Follow the link above for an amendment to Section 100.2(o) of the Commissioner’s Regulations and an addition of Subpart 30-2 to the Rules of the Board of Regents to implement Education Law §3012-c, which were adopted by emergency action at the March 2012 Regents meeting.
The “Purple Memo” provides a summary of the regulations adopted by the Board of Regents to implement Education Law 3012-c.
Guidance on New York State’s Annual Professional Performance Review for Teachers and Principals to Implement Education Law §3012-c and the Commissioner’s Regulations
The purpose of this guidance is to answer questions that educators, administrators, and community stakeholders may have about Education Law §3012-c and §100.2(o) and Subpart 30-2 of the Commissioner’s regulations.
This document includes recent frequently asked questions that the Office of Teacher/Principal Quality & Professional Development has received from the field about APPR under Education Law §3012-c. Each area is followed by citations to the statutory and/or regulatory requirement(s) as well as the relevant sections of APPR Guidance.
Resources for Appealing State-Provided Growth Scores
Application to Challenge a State-Provided Growth Score (2014-15 School Year and Thereafter)
At its September 2015 meeting, the Board of Regents amended Subparts 30-2 and 30-3 of the Rules of the Board of Regents to prescribe an appeals process for a teacher or principal who wishes to challenge their State-provided growth score, in certain limited circumstances for the 2014-15 school year and thereafter while the Department is reviewing the growth model to determine if any changes are needed.
Teachers and principals who meet the criteria identified in the application and choose to challenge their State-provided shall submit an appeal to the Department, using the above linked application, within 20 days of receipt of their overall APPR rating or October 19, 2015, whichever is later.
This Frequently Asked Questions document has been created to answer common questions about who is eligible to challenge their State-provided growth score under the revised regulations, how to apply, what evidence should be submitted, etc.
Resources for the Design and Development of APPR Plans
The teacher and principal evaluation road maps are intended to help districts navigate the decisions that need to be made in order to implement the new APPR system. The road maps are a summary of the regulations adopted by the Board of Regents to implement Education Law 3012-c.
School districts and BOCES are required to submit their completed APPR plans into the APPR Review Portal. The Department reviews each APPR plan to determine if it rigorously complies with the Education Law and corresponding subpart of the Rules of the Board of Regents. Under Education Law §3012-c, APPR plans were submitted to Review Room 2.0.
The Task-by-Task Guidance documents on Education Law §3012-c have been created to be used as a guide for the field, with guidance questions specifically tailored and organized for completing the Review Room process under Education Law §3012-c.
Each APPR mini-packet combines the relevant information from the purple memo, guidance, and the road maps that pertains to each section of the APPR (State Growth Measures, Locally-Selected Measures, and 60 Point Other Measures) under Education Law §3012-c.
These are resources for State-approved teacher and principal practice rubrics, State-approved student assessments, and State-approved surveys for use in teacher and principal evaluations under Education Law §3012-c.
NYSED will continue to post school districts’ APPR plans as they become approved.
Resources for the Implementation of APPR Plans
Professional Development Turnkey Kit: Managing APPR: Communications Training for Superintendents and Principals
This kit contains materials to support school, district, and regional administrators to effectively lead and manage the APPR efforts, such as:
- Customizable PowerPoint presentation and accompanying facilitator’s guide on: the rationale for teacher evaluation in New York State, an overview of APPR, and how teachers are evaluated under the district’s APPR plan
- PowerPoint presentation- Managing APPR: Communicating Leveraging Your Evaluation System
- Protocol for sharing APPR results with your teachers
- Additional resources such as the Evidence Collection Tools and Observation Tracker to help systematize classroom observation and feedback cycles
This page provides valuable information about State growth measures, including resources for understanding and interpreting growth scores by teachers, school and district administrators, BOCES district superintendents, network teams and NTEs, as well as the general public.
Letter from Former Commissioner King about 2012-13 Growth Scores
- Letter from Commissioner King
- Field Memo: Delivery of 2012-2013 Educator State-Provided Growth Results
- FAQ: Explaining Student Growth Scores to Teachers and Principals: Key Discussion Points
This page provides valuable information about Student Learning Objectives (SLOs), including resources for developing and implementing SLOs for teachers and principals.
On February 11, 2014, the Board of Regents adopted emergency regulations to address concerns that have been raised by the field and by stakeholders to adjust and improve the implementation of the Common Core Standards and teacher/principal evaluation. The approved regulatory amendments to the APPR are intended to help districts and BOCES reduce local testing and ensure that the amount of testing should be the minimum necessary to inform effective decision-making.
Just as with any process, taking the time to reflect on decisions made, lessons learned, and goals yet to be obtained can lead to a leveraged moment to refine and enhance the work. The Department has developed this webinar to encourage collaborative conversations about assessments within APPR at the local level. There are many ways for districts and BOCES to reduce the number of assessments they are using in their APPR plans, subject to collective bargaining decisions. Reflective conversations can help develop a shared vision for how to use this process to support high-quality professional development and ultimately improve student achievement. Please note that this webinar was developed for APPR plans under Education Law §3012-c.
For the purposes of APPR, there are no K-2 standardized tests administered or required by the State. Decisions about how to measure student progress in K-2 are made by local school districts and BOCES. The law provides districts and BOCES with design flexibility and assessment options. This document is intended for districts and BOCES seeking opportunities to reduce and/or refine assessments used in early elementary grades and subjects. Districts and BOCES are encouraged to reflect upon decisions made within Grades K-2 to ensure testing is the minimum necessary for effective decision making at the classroom, school and district level.
Effective March 2, 2014, the Department implemented the Regents action to eliminate traditional standardized assessments for use in K-2 from the list of state-approved assessments for use in APPR plans for the 2014-15 school year and beyond. The Department requires districts and BOCES and their respective collective bargaining units to identify ways other than traditional standardized assessments to assess learning progress for these very young students. There are a variety of ways in which a district or BOCES can design a meaningful and authentic assessment program that provides information to drive instructional decisions, ultimately leading to an increase in students' knowledge and skills. This document offers considerations and opportunities that draw upon performance-based assessment approaches used by a variety of districts and BOCES. The Department offers this resource to encourage districts to engage in collaborative conversations about assessment opportunities available at all levels, including the early elementary level.
Guidance on the Impact of the Department’s Recently Approved Elementary and Secondary Education Act (ESEA) Waiver
On January 2, 2014, Commissioner King announced that the United States Department of Education (USDE) had approved New York State's request for a waiver from Elementary and Secondary Education Act (ESEA) provisions that currently require students who take Regents exams in mathematics when they are enrolled in seventh or eighth grade to also take the State mathematics assessment for that grade. The waiver gives schools districts and BOCES the flexibility to end the "double-testing" of these students for the 2013-2014 school year.
This guidance question provides further information on what a district or BOCES should do if they do not have a 20-20-60 point distribution methodology included in their approved APPR plan.