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Revised


THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK


Commissioner of Education

E-mail: commissioner@nysed.gov

President of the University of the State of New York

Twitter:@NYSEDNews

89 Washington Avenue, Room 111

Tel: (518) 474-5844

Albany, New York 12234

Fax: (518) 473-4909


April 20, 2021


Angela Urbina-Medina, Superintendent New Paltz Central School District

1 Henry W. DuBois Drive New Paltz, NY 12561


Dear Superintendent Urbina-Medina:


Congratulations. I am pleased to inform you that your Annual Professional Performance Review (APPR) plan meets the criteria outlined in Education Law §3012-d and Subpart 30-3 of the Commissioner’s Regulations and has been approved. As a reminder, we are relying on the information you provided on your APPR form, including the certifications and assurances that are part of your approved APPR plan. If any material changes are made to your approved plan, your district/BOCES must submit such material changes to us for approval. Please see the attached notes for further information.


Please be advised that, pursuant to Education Law §3012-d, the Department will be analyzing data supplied by districts, BOCES, and/or schools and may order a corrective action plan if there are unacceptably low correlation results between the Student Performance category and the Teacher Observation or Principal School Visits category, and/or if the teachers’ or principals’ overall ratings and subcomponent scores show little differentiation across educators and/or the lack of differentiation is not justified by equivalently consistent student achievement results, and/or if schools or districts show a pattern of anomalous results in the Student Performance category and/or the Observation/School Visits category.


The New York State Education Department and I look forward to continuing our work together, with the goal of ensuring that every school has world-class educators in the classroom, every teacher has a world-class principal to support his or her professional growth, and every student achieves college and career readiness.


Thank you again for your hard work.


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Sincerely,


Betty A. Rosa Commissioner


Attachment


c: Charles Khoury

NOTE:


Only documents that are incorporated by reference in your APPR have been reviewed and are considered as part of your APPR; therefore, any supplemental documents such as memorandums of agreement or understanding that were uploaded with your APPR but are not incorporated by reference in your APPR have not been reviewed. However, the Department reserves the right to review the uploaded attachments at any time for consistency with your APPR plan and/or to ensure compliance with applicable laws and regulations; and as a result of such review, the Department may reject your APPR plan and/or require corrective action.



Disclaimers‌

For guidance related to Annual Professional Performance Review plans, see NYSED APPR Guidance.

The Department will review the contents of each local educational agency's (LEA) Annual Professional Performance Review (APPR) plan as submitted using this online form, including required attachments, to determine if the plan rigorously complies with Education Law §3012-d and Subpart 30-3 of the Rules of the Board of Regents. Department approval does not imply endorsement of specific educational approaches in an LEA'splan.


The Department reserves the right to request further information from an LEA to monitor compliance with Education Law §3012-d and Subpart 30-3 of the Rules of the Board of Regents. Each LEA is required to keep detailed records on file for each section of the currently implemented APPR plan. Such detailed records must be provided to the Department upon request. The Department reserves the right to disapprove or require modification of an LEA's plan that does not rigorously adhere to the requirements of Education Law §3012-d and Subpart 30-3 of the Rules of the Board of Regents.


The Department will not review any attachments other than those required in the online form. Any additional attachments supplied by the LEA are for informational purposes only for the teachers and principals reviewed under this APPR plan. Statements and/or materials in such additional attachments have not been approved and/or endorsed by the Department. However, the Department considers void any other signed agreements between and among parties in any form that prevent, conflict, or interfere with full implementation of the APPRplan approved by the Department. The Department also reserves the right to request further information from the LEA, as necessary, as part of its review of this plan.


If the Department reasonably believes through investigation, or otherwise, that statements made in this APPR plan are not true or accurate, it reserves the right to reject or disapprove this plan at any time and/or to request additional information to determine the truth and/or accuracy of such statements.


APPR Assurances

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Please check all of the boxes below

Assure that the content of this form represents the LEA's entire APPR plan and that the APPR plan is in compliance with Education Law Section 3012-d and Subpart 30-3 of the Rules of the Board of Regents.

Assure that a detailed version of the LEA's entire APPR plan is kept on file and that a copy of such plan will be provided to the Department upon request for review of compliance with Education Law Section 3012-d and Subpart 30-3 of the Rules of the Board of Regents.

Assure that this APPR plan will be posted on the LEA's website no later than September 10th of each school year, or within 10 days after the plan's approval by the Commissioner, whichever shall occur later.

Assure that it is understood that this LEA's APPR plan will be posted in its entirety on the NYSED website* following approval.

Assure that the content of this form represents the LEA's entire APPR plan and that the APPR plan is in compliance with Education Law Section 3012-d and Subpart 30-3 of the Rules of the Board of Regents.

Assure that a detailed version of the LEA's entire APPR plan is kept on file and that a copy of such plan will be provided to the Department upon request for review of compliance with Education Law Section 3012-d and Subpart 30-3 of the Rules of the Board of Regents.

Assure that this APPR plan will be posted on the LEA's website no later than September 10th of each school year, or within 10 days after the plan's approval by the Commissioner, whichever shall occur later.

Assure that it is understood that this LEA's APPR plan will be posted in its entirety on the NYSED website* following approval.



Required Student Performance Subcomponent‌

For guidance on the Required subcomponent of the Student Performance category,see NYSED APPR Guidance.

100% of the Student Performance category if only the Required subcomponent is used or locally determined if the Optional subcomponent is selected.

Each teacher shall have a Student Learning Objective (SLO) locally determined, consistent with the goal-setting process determined by the Commissioner.


Student Learning Objectives (SLOs)

For guidance on SLOs,see NYSED SLO Guidance.


SLOs shall be used for the required student performance measure for all teachers. The following must be used as the evidence of student learning within the SLO.

MEASURES

SLO measures may be either individually attributed or collectively attributed.


Individually attributed measures

An individually attributed SLO is based on the student population of a course for which the teacher directly contributes to student learning outcomes.


> Teacher and course-specific

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Collectively attributed measures

A collectively attributed SLO is based on a student population across multiple sections of the same course or across multiple courses where more than one teacher either directly or indirectly contributes to student learning outcomes. When determining whether to use a collectively attributed SLO, the LEA should consider:

> School- or program-wide

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Complete the following, as applicable, for all 'other teachers' in additional grades/subjects (you may combine into one course listing any groups of teachers for whom the measureand assessment(s)are the same including, for example, "All courses not named above"):


Column 1: lowest grade that corresponds to the course Column 2: highest grade that corresponds to the course Column 3: subject of the course

Column 4: measure used Columns 5-7: assessment(s) used

Follow the examples below to list other courses.


(1) lowest grade

(2) highest grade

(3) subject

(4) measure

(5-7) assessment(s)


All Other Courses


K


12

All courses not named above

District- or BOCES-wide results

ELARegents, Algebra IRegents


K-3 Art


K


3


Art

Teacher and course- specific results


Questar III BOCES

Grades 9-12 English Electives


9


12


English Electives

School- or program-wide linked results


All Regents given in LEA



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To add additional courses, click "Add Row".


Grade

Grade To

Subject

Measure

State or Regents

Locally-developed Course-Specific

Third Party

From

Assessment(s)

Assessment(s)

Assessment(s)

K

12

All course s not named above

District- or BOCE

S-wide results

ELA

Regents Living Environment Regents



Use of the Optional Subcomponent and Student Performance Category Weighting

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Please indicate if the Optional subcomponent will be used by making the appropriate selection below.

NO, the Optional subcomponent WILL NOT be used; the Required subcomponent will comprise 100% of the Student Performance category.



Optional Student Performance Subcomponent‌

For guidance on the Optional subcomponent of the Student Performance measure, see NYSED APPR Guidance.


Percentage of Student Performance category to be locally determined if selected.


Such second measure shall apply in a consistent manner, to the extent practicable, across all classrooms in the same grade/subject in the LEA and be a locally selected measure of student growth or achievement based on State-created or -administered assessments or State-designed supplemental assessments.


Options for measures and associated assessments include:


Example: All subcomponents of Domains 2-4 of the Danielson rubric have been negotiated as observable. Domains


For the Observation Category, Domain 1 is weighted at 18.75%; Domain 2 is weighted at 31.25%, Domain 3 is weighted at 31.25% and Domain 4 is weighted at 18.75%. All observable components within each Domain will be weighted equally to get a domain score. Domains will then be weighted as above. Scores from each observation and averaged to arrive at a final observation category score and corresponding HEDI rating. When one or more rubric subcomponent has been appraised more than one time during the school year across multiple observations, a preponderance of the evidence observed throughout the school year will be used to determine that subcomponent rating.


For the Observation Category, Domain 1 is weighted at 18.75%; Domain 2 is weighted at 31.25%, Domain 3 is weighted at 31.25% and Domain 4 is weighted at 18.75%. All observable components within each Domain will be weighted equally to get a domain score. Domains will then be weighted as above. Scores from each observation and averaged to arrive at a final observation category score and corresponding HEDI rating. When one or more rubric subcomponent has been appraised more than one time during the school year across multiple observations, a preponderance of the evidence observed throughout the school year will be used to determine that subcomponent rating.

2 and 3 are weighted as 40% each, and Domain 4 is weighted as 20%. For each observation, all observed subcomponents in a domain are weighted equally and averaged to create a domain score, which is then weighted as above and averaged to reach a final score for each observation. Scores for each observation are weighted equally and averaged to reach a final score for each observation type. The district will ensure that all subcomponents designated as observable will be observed at least once across the observation cycle.



Scoring Assurances

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Please check each of the boxes below.

Assure that each set of observations (by supervisor/other trained administrator, independent, or peer) will be completed using the selected practice rubric, producing an overall score between 1 and 4. The overall weighted observation score will then be converted into a HEDI rating using the ranges indicated below.

Assure that once all observations are complete, the different types of observations will be combined using a weighted average consistent with the weights specified below, producing an overall Observation category score between 0 and 4. In the event that a teacher earns a score of 1 on all

rated components of the practice rubric across all observations, a score of 0 will be assigned.

Assure that each set of observations (by supervisor/other trained administrator, independent, or peer) will be completed using the selected practice rubric, producing an overall score between 1 and 4. The overall weighted observation score will then be converted into a HEDI rating using the ranges indicated below.

Assure that once all observations are complete, the different types of observations will be combined using a weighted average consistent with the weights specified below, producing an overall Observation category score between 0 and 4. In the event that a teacher earns a score of 1 on all

rated components of the practice rubric across all observations, a score of 0 will be assigned.

Teacher Observation Scoring Bands

The overall Observation score will be converted into a HEDI rating based on locally determined ratings consistent with the ranges listed.


Overall Observation Category Score and Rating

Minimum

Maximum

H

3.5 to 3.75

4.0

E

2.5 to 2.75

3.49 to 3.74

D

1.5 to 1.75

2.49 to 2.74

I

0.00*

1.49 to 1.74


* In the event that an educator earns a score of 1 on all rated components of the practice rubric across all observations, a score of 0 will be assigned.


HEDI Ranges

Using the dropdown menus below, please indicate the locally-determined rubric scoring ranges based on the constraints prescribed by the Commissioner in Subpart 30-3 of the Rules of the Board of Regents for each of the rating categories.

Please select a minimum value between 3.50 and 3.75 and choose 4.00 as the maximum value for the Highly Effective range.


Minimum Rubric Score

Maximum Rubric Score

Highly Effective:

3.50

4.00


Please select a minimum value between 2.50 and 2.75 and a maximum value between 3.49 and 3.74 for the Effective range.


Minimum Rubric Score

Maximum Rubric Score

Effective:

2.50

3.49


Please select a minimum value between 1.50 and 1.75 and a maximum value between 2.49 and 2.74 for the Developing range.



Minimum Rubric Score

Maximum Rubric Score

Developing:

1.50

2.49


Please choose 0.00 as the minimum value and select a maximum value between 1.49 and 1.74 for the Ineffective range.


Minimum Rubric Score

Maximum Rubric Score

Ineffective:

0.00

1.49



Teacher Observation Subcomponent Weighting

Required Subcomponent 1: Observations by Principal(s) or Other Trained Administrators


Please be sure the total of the weights indicated equals 100%.


Indicate the minimum number of unannounced and announced school visits by impartial independent trained evaluator(s) in the table below.


PRINCIPALS

Indicate whether the number and method selected applies to all principals or to a subgroup of principals.

SUBGROUP

If "Subgroup of Principals" is selected in the previous column, indicate which principals the number and method selected applies to; otherwise, enter "N/A." For additional subgroups, add another row.

UNANNOUNCE D

Minimum Number of School Visits

ANNOUNCED

Minimum Number of School Visits

All Principals (enter 'N/A' in the next column)

N/A

0

1


Independent Evaluator Assurances

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Please check all of the boxes below.

Assure that independent evaluator(s) are not employed in the same school building, as defined by BEDS code, as the principal(s) they are evaluating.

Assure that independent evaluator(s) will be trained and selected by the LEA.

Assure that independent evaluator(s) are not employed in the same school building, as defined by BEDS code, as the principal(s) they are evaluating.

Assure that independent evaluator(s) will be trained and selected by the LEA.



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Please also check each of the following boxes.

Assure that if the LEA is granted an annual Rural/Single Building District Independent Evaluator Hardship Waiver by the Department, the terms of such waiver shall apply for the school year during which the waiver is effective; and, that in any school year for which there is an approved waiver, the second school visit(s) shall be conducted by one or more evaluators selected and trained by the LEA, who are different than the evaluator(s) who conducted the school visit(s) required to be performed by the Superintendent/supervisor or his/her designee. See Section 30­ 3.5(c)(1)(ii)(a) of the Rules of the Board of Regents.

Assure that if the LEA is granted an annual Undue Burden Independent Evaluator Hardship Waiver by the Department, the terms of such waiver shall apply for the school year during which the waiver is effective and, that in any school year for which there is an approved waiver and such waiver contains information that conflicts with the information provided in Task 9 of the LEA's approved Section 3012-d APPR plan, the

provisions of the approved waiver will apply. See Section 30-3.5(c)(1)(ii)(b) of the Rules of the Board of Regents.

Assure that if the LEA is granted an annual Rural/Single Building District Independent Evaluator Hardship Waiver by the Department, the terms of such waiver shall apply for the school year during which the waiver is effective; and, that in any school year for which there is an approved waiver, the second school visit(s) shall be conducted by one or more evaluators selected and trained by the LEA, who are different than the evaluator(s) who conducted the school visit(s) required to be performed by the Superintendent/supervisor or his/her designee. See Section 30­ 3.5(c)(1)(ii)(a) of the Rules of the Board of Regents.

Assure that if the LEA is granted an annual Undue Burden Independent Evaluator Hardship Waiver by the Department, the terms of such waiver shall apply for the school year during which the waiver is effective and, that in any school year for which there is an approved waiver and such waiver contains information that conflicts with the information provided in Task 9 of the LEA's approved Section 3012-d APPR plan, the

provisions of the approved waiver will apply. See Section 30-3.5(c)(1)(ii)(b) of the Rules of the Board of Regents.



Optional Subcomponent: School Visits by Trained Peer Principal(s)

If selected, at least one school visit must be conducted by trained peer principal(s).

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Indicate the minimum number of unannounced and announced school visits by trained peer principal(s) in the table below.

If the optional subcomponent will not be used, please indicate "N/A" for the minimum number for both unannounced and announced school visits for "All Principals."


PRINCIPALS

Indicate whether the number and method selected applies to all principals or to a subgroup of principals.

SUBGROUP

If "Subgroup of Principals" is selected in the previous column, indicate which principals the number and method selected applies to; otherwise, enter "N/A." For additional subgroups, add another row.

UNANNOUNCE D

Minimum Number of School Visits

ANNOUNCED

Minimum Number of School Visits

All Principals (enter 'N/A' in the next column)

N/A

N/A

N/A


Peer Principal School Visit Assurances

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Please check all of the boxes below.

Assure that peer principal(s), as applicable, will be trained and selected by the LEA.

Assure that, if school visits are being conducted by trained peer principal(s), these principal(s) received an overall rating of Effective or Highly Effective in the previous school year.

Assure that peer principal(s), as applicable, will be trained and selected by the LEA.

Assure that, if school visits are being conducted by trained peer principal(s), these principal(s) received an overall rating of Effective or Highly Effective in the previous school year.



Category and Overall Ratings‌

For guidance on APPR scoring, see NYSED APPR Guidance.


Category Scoring Ranges

The overall Student Performance category score and the overall School Visit category score will be converted into a HEDI rating based on the ranges listed in the


tables below.

Student Performance Category

Principal School Visit Category

HEDI ratings must be assigned based on the point distribution below.

HEDI ratings must be assigned based on locally-determined ranges consistent

with the constraints listed below.


Overall Student Performance Category Score and Rating

Overall School Visit Category Score and Rating

Minimum

Maximum

Minimum

Maximum

H

18

20

H

3.5 to 3.75

4.0

E

15

17

E

2.5 to 2.75

3.49 to 3.74

D

13

14

D

1.5 to 1.75

2.49 to 2.74

I

0

12

I

0.00

1.49 to 1.74


Scoring Matrix for the Overall Rating

The overall rating for an educator shall be determined according to a methodology described in the matrix below.

Principal School Visit Category

Highly Effective (H)

Effective (E)

Developing (D)

Ineffective (I)


Student Performance Category

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


Category and Overall Rating Assurances

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Please check all of the boxes below.

Assure that each subcomponent and category score and rating and the Overall rating will be calculated pursuant to the requirements specified in Subpart 30-3 of the Rules of the Board of Regents.

Assure that it is possible to obtain a zero in each subcomponent.

Assure the overall rating determination for a principal shall be determined according to the evaluation matrix.

Assure that each subcomponent and category score and rating and the Overall rating will be calculated pursuant to the requirements specified in Subpart 30-3 of the Rules of the Board of Regents.

Assure that it is possible to obtain a zero in each subcomponent.

Assure the overall rating determination for a principal shall be determined according to the evaluation matrix.



Additional Requirements‌

For guidance on additional requirements for principals, see NYSED APPR Guidance.


Principal Improvement Plan Assurances

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Please check each of the boxes below.

Assure that the LEA will formulate and commence implementation of a Principal Improvement Plan (PIP) for all principals who receive an overall rating of Developing or Ineffective by October 1 following the school year for which such principal's performance is being measured or as soon as practicable thereafter.

Assure that PIP plans developed and implemented by the superintendent or his/her designee, in the exercise of their pedagogical judgment, and subject to collective bargaining to the extent required under article 14 of the Civil Service Law, shall include: identification of needed areas of improvement, a timeline for achieving improvement, the manner in which the improvement will be assessed, and, where appropriate,

differentiated activities to support a principal's improvement in those areas.

Assure that the LEA will formulate and commence implementation of a Principal Improvement Plan (PIP) for all principals who receive an overall rating of Developing or Ineffective by October 1 following the school year for which such principal's performance is being measured or as soon as practicable thereafter.

Assure that PIP plans developed and implemented by the superintendent or his/her designee, in the exercise of their pedagogical judgment, and subject to collective bargaining to the extent required under article 14 of the Civil Service Law, shall include: identification of needed areas of improvement, a timeline for achieving improvement, the manner in which the improvement will be assessed, and, where appropriate,

differentiated activities to support a principal's improvement in those areas.

Principal Improvement Plan Forms

All PIP plans developed and implemented by the superintendent or his/her designee, in the exercise of his/her pedagogical judgment, must include:

  1. identification of needed areas of improvement;

  2. a timeline for achieving improvement;

  3. the manner in which the improvement will be assessed;and, where appropriate,

  4. differentiated activities to support a principal's improvement in those areas.


As a required attachment to this APPR plan, upload the PIP forms that are used in the LEA.


principals' improvement plan.doc


principals' improvement plan.doc



Appeal Assurance

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Please check the box below.

Assure the LEA has collectively bargained appeal procedures that are consistent with the regulations and that they provide for the timely and expeditious resolution of an appeal.

Assure the LEA has collectively bargained appeal procedures that are consistent with the regulations and that they provide for the timely and expeditious resolution of an appeal.

Appeals

Pursuant to Education Law§3012-d, a principal may only challenge the following in an appeal to their LEA:


  1. the substance of the annual professional performance review;which shall include the following:

    1. in the instance of a principal rated Ineffective on the studentperformance category, but rated Highly Effective on the school visit category based on an anomaly, as determined locally;


  2. the LEA's adherence to the standards and methodologies required for such reviews, pursuant to Education Law§3012-d;


  3. the adherence to the regulations of the Commissioner and compliance with any applicable locally negotiated procedures, as required under Education Law §3012-d and Subpart 30-3 of the Rules of the Board of Regents; and


  4. the LEA's issuance and/or implementation of the terms of the principal improvement plan, as required under Education Law §3012-d and Subpart 30-3 of the Rules of the Board of Regents.




A.

A principal who receives an ineffective overall APPR rating, based upon a paper submissionto the mutually agreed upon Superintendent's designee(who may be a sitting superintendent from a different school district, a BOCES superintendent, or a retired administratorwho is certified as a leadevaluator), who shall be trained in accordance with the requirements of statute and regulations.


B.

The appeal must be brought in writing, specifying the area(s) of concern, but limited tothose matters that may be appealed as prescribed in Section3012-d of the Education Law. Further, a principal who is placed on a Principal Improvement Plan (PIP) shall havea corresponding right to appealconcerns regarding the PIP in accordance with the requirements set forth in Section 3012-d of the Education Law.


C.

An appeal of an evaluation or a PIP must be commenced within fourteen calendar days ofthe presentation of the document to the principals or elsethe right to appeal shall be deemed waived in all regards. In the case of a PIP appeal, there shall be a secondfourteen calendar day period for a PIPappeal following the end date of the PIP, and in the event that an appeal is not timely filed by the fourteenth calendar day followingthe end date of thePIP, the right to such an appeal shall be deemed waived in all regards.


D.

The mutually agreed upon Superintendent's designee shall respond to the appeal with awritten answer granting the appeal and directing furtheradministrative action or deny the appeal. Such decision shall be made within fourteen calendar days of the receiptof the appeal.In the event that themutually agreed upon Superintendent’s designee fails to respond within the timeframe set forth in this paragraph, the appeal shall be sustained.


The entire appeals process as set forth above shall be performed in a timely and expeditious manner. Such decision will be final and binding.


A.

A principal who receives an ineffective overall APPR rating, based upon a paper submissionto the mutually agreed upon Superintendent's designee(who may be a sitting superintendent from a different school district, a BOCES superintendent, or a retired administratorwho is certified as a leadevaluator), who shall be trained in accordance with the requirements of statute and regulations.


B.

The appeal must be brought in writing, specifying the area(s) of concern, but limited tothose matters that may be appealed as prescribed in Section3012-d of the Education Law. Further, a principal who is placed on a Principal Improvement Plan (PIP) shall havea corresponding right to appealconcerns regarding the PIP in accordance with the requirements set forth in Section 3012-d of the Education Law.


C.

An appeal of an evaluation or a PIP must be commenced within fourteen calendar days ofthe presentation of the document to the principals or elsethe right to appeal shall be deemed waived in all regards. In the case of a PIP appeal, there shall be a secondfourteen calendar day period for a PIPappeal following the end date of the PIP, and in the event that an appeal is not timely filed by the fourteenth calendar day followingthe end date of thePIP, the right to such an appeal shall be deemed waived in all regards.


D.

The mutually agreed upon Superintendent's designee shall respond to the appeal with awritten answer granting the appeal and directing furtheradministrative action or deny the appeal. Such decision shall be made within fourteen calendar days of the receiptof the appeal.In the event that themutually agreed upon Superintendent’s designee fails to respond within the timeframe set forth in this paragraph, the appeal shall be sustained.


The entire appeals process as set forth above shall be performed in a timely and expeditious manner. Such decision will be final and binding.

Describe the procedure for ensuring that appeals of annual performance evaluations will be resolved in a timely and expeditious manner.



Training Assurance

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Please check the box below.

The LEA assures that all evaluators will be properly trained and lead evaluators will be certified on the below elements prior to completing a principal's evaluation. Note: independent evaluators and peer principals need only be trained on elements 1, 2, and 4 below.

The LEA assures that all evaluators will be properly trained and lead evaluators will be certified on the below elements prior to completing a principal's evaluation. Note: independent evaluators and peer principals need only be trained on elements 1, 2, and 4 below.

Training of Lead Evaluators, Evaluators, Independent Evaluators, and Peer Principals and Certification of Lead Evaluators

The process for training evaluators, including impartial and independent evaluators and peer principals, and certifying and re-certifying lead evaluators must include:

  1. the process for training lead evaluators and evaluators, including impartial independent evaluators and peer principals;

  2. the process for the certification and re-certification of lead evaluators;

  3. the process for ensuring inter-rater reliability; and

  4. the nature (content) and the approximate duration (how many hours, days) of such training.



Lead evaluators, evaluators and independent observers will receive training required by Education Law Section 3012-d and Part 30-3 of the Rules of the Board of Regents. The training will be provided by a local BOCES. Peer observers are not being used in this APPR plan. Evaluators will receive the same training that is provided to lead evaluators.

Lead evaluators will be certified by the Board of Education after having received training to meet all the criteria required for Lead Evaluatorsby Part 30-3.10 of the Rules of the Board of Regents.


Approximately six (6) hours of training will be received prior to an administrator being certified as a lead evaluator. Lead evaluators will be recertified by the Board of Education on a periodic, as-needed basis, after receipt of training necessary for such recertification, which shall be a approximately 1 hourin duration.


The District will ensure that all evaluators maintain inter-rater reliability via annual calibration sessions across evaluators and periodic comparisons of a lead evaluator's assessment with those conducted by other evaluators.


Lead evaluators, evaluators and independent observers will receive training required by Education Law Section 3012-d and Part 30-3 of the Rules of the Board of Regents. The training will be provided by a local BOCES. Peer observers are not being used in this APPR plan. Evaluators will receive the same training that is provided to lead evaluators.

Lead evaluators will be certified by the Board of Education after having received training to meet all the criteria required for Lead Evaluatorsby Part 30-3.10 of the Rules of the Board of Regents.


Approximately six (6) hours of training will be received prior to an administrator being certified as a lead evaluator. Lead evaluators will be recertified by the Board of Education on a periodic, as-needed basis, after receipt of training necessary for such recertification, which shall be a approximately 1 hourin duration.


The District will ensure that all evaluators maintain inter-rater reliability via annual calibration sessions across evaluators and periodic comparisons of a lead evaluator's assessment with those conducted by other evaluators.

Describe the process for training evaluators, including impartial and independent evaluators and peer principals, and certifying and re-certifying lead evaluators.



Principal Evaluation Assurances

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Please check all of the boxes below.

Assure that the LEA shall compute and provide to the principal their score and rating for the Student Performance category, if available, and for the Principal School Visit category for the principal's Annual Professional Performance Review, in writing, no later than the last school day of the school year for which the principal is being measured, but in no case later than September 1 of the school year next following the school year for which the principal's performance is being measured.

Assure that the evaluation system will be used as a significant factor for employment decisions. Assure that principals will receive timely and constructive feedback as part of the evaluation process.

Assure that the following prohibited elements listed in Education Law Section 3012-d(6) are not being used as part of any principal's evaluation: evidence of student development and performance derived from lesson plans, other artifacts of principal practice, and student portfolios, except for student portfolios measured by a State-approved rubric where permitted by the department; use of an instrument for parent or student feedback; use of professional goal-setting as evidence of principal effectiveness; any locally-developed assessment that has not been approved by the department; and any growth or achievement target that does not meet the minimum standards as set forth in regulations of the Commissioner. Consistent with Subpart 30-3 of the Rules of the Board of Regents, assure that points shall not be allocated based on any artifacts, unless such artifact constitutes evidence of an otherwise observable rubric subcomponent.

Assure that the LEA shall compute and provide principals with their APPR scores and ratings as soon as practicable, but in no case later than

September 1 of the school year next following the school year for which the principal's performance is being measured.

Assure that the LEA shall compute and provide to the principal their score and rating for the Student Performance category, if available, and for the Principal School Visit category for the principal's Annual Professional Performance Review, in writing, no later than the last school day of the school year for which the principal is being measured, but in no case later than September 1 of the school year next following the school year for which the principal's performance is being measured.

Assure that the evaluation system will be used as a significant factor for employment decisions. Assure that principals will receive timely and constructive feedback as part of the evaluation process.

Assure that the following prohibited elements listed in Education Law Section 3012-d(6) are not being used as part of any principal's evaluation: evidence of student development and performance derived from lesson plans, other artifacts of principal practice, and student portfolios, except for student portfolios measured by a State-approved rubric where permitted by the department; use of an instrument for parent or student feedback; use of professional goal-setting as evidence of principal effectiveness; any locally-developed assessment that has not been approved by the department; and any growth or achievement target that does not meet the minimum standards as set forth in regulations of the Commissioner. Consistent with Subpart 30-3 of the Rules of the Board of Regents, assure that points shall not be allocated based on any artifacts, unless such artifact constitutes evidence of an otherwise observable rubric subcomponent.

Assure that the LEA shall compute and provide principals with their APPR scores and ratings as soon as practicable, but in no case later than

September 1 of the school year next following the school year for which the principal's performance is being measured.

Assessment Assurances

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Please check all of the boxes below.

Assure that the amount of time devoted to traditional standardized assessments that are not specifically required by state or federal law for each classroom or program within a grade level does not exceed, in the aggregate, one percent of the minimum required annual instructional hours for the grade.

Assure that individuals with vested interest in the outcome of their assessments are not involved, to the extent practicable, in the scoring of those

assessments.

Assure that the amount of time devoted to traditional standardized assessments that are not specifically required by state or federal law for each classroom or program within a grade level does not exceed, in the aggregate, one percent of the minimum required annual instructional hours for the grade.

Assure that individuals with vested interest in the outcome of their assessments are not involved, to the extent practicable, in the scoring of those

assessments.

Data Assurances

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Please check all of the boxes below.

Assure that SED will receive accurate teacher and student data, including enrollment and attendance data, and any other student, teacher, school, course, and teacher/student linkage data necessary to comply with regulations, in a format and timeline prescribed by the Commissioner.

Assure that the LEA provides an opportunity for every classroom teacher to verify the subjects and/or student rosters assigned to them. Assure scores for all principals will be reported to NYSED for each subcomponent, as well as the overall rating, as per NYSED requirements.

Assure that procedures for ensuring data accuracy and integrity are being utilized.

Assure that SED will receive accurate teacher and student data, including enrollment and attendance data, and any other student, teacher, school, course, and teacher/student linkage data necessary to comply with regulations, in a format and timeline prescribed by the Commissioner.

Assure that the LEA provides an opportunity for every classroom teacher to verify the subjects and/or student rosters assigned to them. Assure scores for all principals will be reported to NYSED for each subcomponent, as well as the overall rating, as per NYSED requirements.

Assure that procedures for ensuring data accuracy and integrity are being utilized.



Upload APPR LEA Certification Form‌

Please Note: SED Monitoring timestamps each revision and signatures cannot be dated earlier than the last revision. To ensure the accuracy of the timestamp on each task, please submit from Task 12 only.

APPR Certification Form_3-1-2021.pdf with sig and date.pdf APPR Certification Form_4-16-2021.pdf

APPR Certification Form_3-1-2021.pdf with sig and date.pdf APPR Certification Form_4-16-2021.pdf

Please obtain the required signatures, create a PDF file, and upload your joint certification of the APPR Plan using the "LEA Certification Form" found in the "Documents" menu on the left side of the page.


TEACHER IMPROVEMENT PLAN



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(1) AREA(S) IN NEED

(2) TIME LINE FOR

(3)

DIFFERENTIATED

(4) MANNER OF !

OF

ACHIEVING

ACTIVITIES TO

ASSESSMENT OF

IMPROVEMENT


Rubri c/Rubric #

IMPROVEMENT

SUPPORT I

IMPROVEMENT

IMPROVEMENT

(1) AREA(S) IN NEED

(2) TIME LINE FOR

(3)

DIFFERENTIATED

(4) MANNER OF !

OF

ACHIEVING

ACTIVITIES TO

ASSESSMENT OF

IMPROVEMENT


Rubri c/Rubric #

IMPROVEMENT

SUPPORT I

IMPROVEMENT

IMPROVEMENT

I


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Educator's Signature Date


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Administrator's Signature Date


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NEW PALTZ CENTRAL SCHOOL DISTRICT PRINCIPAL IMPROVEMENT PLAN


Name Date


(1)

AREA(S) IN NEED OF IMPROVEMENT

(2) TIME LINE FOR ACHIEVING IMPROVEMENT

(3)

DIFFERENTIATED ACTIVITIES TO SUPPORT IMPROVEMENT

(4) MANNER OF ASSESSMENT OF IMPROVEMENT


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Educator’s Signature Date


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Administrator’s Signature Date


C:\Users\cmax\Downloads\Task 11_PIP_PIP_646892_principals' improvement plan.doc

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LEA CERTIFICATION FORM: Please download, sign, and upload this form to complete the submission of your LEA's Annual Professional Performance Review (APPR) plan.

By signing this document, the LEA and its collective bargaining agent(s) certify that the APPR plan submitted to the Commissioner for approval constitutes the school LEA's complete APPR plan, that all provisions of the plan that are subject to collective negotiations have been resolved pursuant to the provisions of Article 14 of the Civil Service Law, and that such plan complies with the requirements of Education Law §3012-d as amended by the Laws of 2019 and Subpart 30-3 of the Rules of the Board of Regents, and has been adopted by the governing body of the LEA.


The LEA and its collective bargaining agent(s), where applicable, also certify, upon information and belief, that all statements made herein are true and accurate and that any applicable collective bargaining agreements for teachers and principals are consistent with and/or have been amended and/or modified or otherwise resolved to the extent required by Article 14 of the Civil Service Law, as

necessary to require that all classroom teachers and building principals will be evaluated using the APPR plan submitted to the Commissioner for approval.


The LEA and its collective bargaining agent(s), where applicable, also certify that this APPR Plan is the LEA's complete APPR Plan and that such plan will be fully implemented by the LEA; that there are no collective bargaining agreements, memoranda of understanding, or any other agreements in any form that prevent, conflict, or interfere with full implementation of the APPR Plan; and that no material changes will be made to the Plan through collective bargaining or otherwise except with the approval of the Commissioner in

accordance with Subpart 30-3 of the Rules of the Board of Regents.

The school district and its collective bargaining agent(s), where applicable, also acknowledge that if approval of this APPR Plan is rejected or rescinded for any reason, any State aid increases received as a result of the Commissioner's approval of this APPR Plan may be withheld or forfeited by the State pursuant to Education Law §3012-d(ll).

The LEA and its collective bargaining agent(s), where applicable, also make the following specific certifications with respect to their APPR Plan:


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visits;

teacher administered classroom quizzes or exams, portfolio reviews, or performance assessments shall not be counted towards the limits established by this subdivision. In addition, formative and diagnostic assessments shall not be counted towards the limits established by this subdivision and nothing in this subdivision shall be construed to supersede the requirements of a section 504 plan of a qualified student with a disability or Federal law relating to English language learners or the individualized education program of a student with a disability.


Signatures, dates


Superintendent Signature:

Date:


4-16-2021


Superintendent Name (print):

!Angela Urbina-Medina



Teachers Union President Signature: Date:


4-16-2021


Teachers Union President Name (print):

JArielle Chiger



IGregory Warren


Date:


4-16-2021


Board of Education President Signature:


I

I

Board of Education President Name (print):

Glenn LaPait

Date:


4-16-2021