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January 22, 2013. OTES Provides for Multiple Evaluation Factors.

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Presentation on theme: "January 22, 2013. OTES Provides for Multiple Evaluation Factors."— Presentation transcript:

1 January 22, 2013

2 OTES Provides for Multiple Evaluation Factors

3 Who should be evaluated? …Any person who is employed under a teacher license issued under this chapter, or under a professional or permanent teacher’s certificate issued under former section of the Revised Code, and who spends at least fifty per cent of the time employed providing student instruction. ORC

4 HB 555 Changes Category A

5 Category A is now divided into A1 and A2

6 Timeline for Implementation school year with the following exceptions: –TIF/SIG/RttT schools according to their grant timelines or scope of work –If bargaining agreement was entered into prior to 9/24/12, immediately upon expiration of agreement

7 Suggested Implementation Timeline

8 Definition of Student Growth For the purpose of use in Ohio’s evaluation systems, student growth is defined as the change in student achievement for an individual student between two or more points in time. Excerpted from Measuring Student Growth for Teachers in Non-Tested Grades and Subjects: A Primer

9 3 Potential Measures for Student Growth Depending on LEA decisions and the availability of data: 1. Value-added 2. Approved vendor-created assessments 3. LEA determined SGMs using SLOs

10 3 Measures of Student Growth Value-Added LEA Measures EVAAS Reports 4-8 MRM/URM Extended Reporting w/Terra Nova and ACT EOC exams Student Learning Objectives (SLOs) Shared Attribution (Other) Vendor Assessments Approved Vendor Assessments Approved ODE List Vendor had to show a metric for student growth List is fluid

11 1. Teacher Value-Added  MUST use if available o 10-50% if applicable for o Category A1 >25% effective July 2013 o Category A1: full 50% effective July 2014 o Category A2-proportionate  EVAAS Value-Added metric, aggregated across subject areas o 1-year report; or 2- or 3-year rolling average, based on availability

12 2. Approved Vendor Assessments  From ODE-Approved List o Vendors demonstrate how assessment can measure growth  MUST use for Category B Teachers o 10-50% if applicable and no Value-Added data available o Category A1-LEA decision in SY , not applicable for o Category A2-LEA decision

13 3. LEA-Determined Measures  MAY use: LEA decision for Category A and B o 0-40% if used in combination with Category A or B measures o 24% max for Category A1 in SY o 0% for Category A1 in and thereafter o Proportionate to Category A2 teacher’s schedule  MUST use if Category C Teacher o 50% if no Category A or B data available

14 3. LEA-Determined Measures  Three types of LEA-Determined Measures  Student Learning Objectives (SLOs)  Shared Attribution  Approved Vendor assessments Category A2 teachers can use local measures after VA is applied proportionately. Category A1 teachers can use local measures in only (24% max).

15 What is an SLO? A measurable, long ‐ term academic goal informed by available data that a teacher or teacher team sets at the beginning of the year for all students or for subgroups of students.

16 SGM Resources On Educator Evaluation page, click SGMs section.

17 SLO Resources Introduction to SLOs Student Learning Objective Guidebook Student Growth Measures for Teachers SLO Writing Template SLO Checklist for Writing & Approving Sample SLOs

18 Reinforce Best Teaching Practice Through Setting goals for students Using data to assess student progress Adjusting instruction based upon progress

19 Why is Ohio Using SLOs? Reinforce promising teaching practices Can be used in all subjects/content areas Are adaptable Provide teachers some ownership on how they are evaluated

20 Potential For Collaboration

21 Measures for SLOs SLOs can be created drawing on different data sources: teacher created assessments performance assessments rubric ‐ based assessments business & industry certification state or national assessments

22 Do all Teachers Need to Write SLOs? ODE recommends that all teachers create at least one SLO this year to gain experience with the SLO process. In subsequent years, teachers should create two to four SLOs per year. –Category A1 will not have the option to use local measures beginning July 2014.

23 The SLO Development Process

24 High-Quality SLOs Include: Baseline & Trend Data Student Population Interval of Instruction Standards & Content Assessment(s) Growth Target(s) Rationale for Growth Target(s)

25 Student Learning Objective Template


27 SLO Template Checklist

28 SLO Approval SLOs are approved at the local level. ODE recommends an existing committee. Provide feedback: both cool & warm. Recommend allowing 10 days for revisions.

29 SLO Approval Process Committees should go through a calibration process. Read over the entire SLO first. Using the checklist, review the SLO. Discuss whether it meets each criterion and provide feedback to the teacher. Develop a plan for tracking SLOs returned for revisions.

30 High-quality SLOs include the following criteria: 1.Baseline and Trend Data 2.Student Population 3.Interval of Instruction 4.Standards and Content 5.Assessment(s) 6.Growth Target(s) 7.Rationale for Growth Target(s) 30

31 Baseline and Trend Data:  Identifies source(s) and summarizes student information (test score from previous years, results of pre-assessments) in numerical and narrative form.  Reviews trend data to inform the objective and establish the amount of growth that should take place.  Identifies student strengths and weaknesses.

32 Student Population:  Includes all students in the class.  Describes the student population (number, course, grade level, etc.).  Considers any contextual factors that may impact growth.  Does not exclude subgroups of students that may have difficulty meeting targets. Provide details.

33 Interval of Instruction:  The duration of the course that the SLO will cover including the start and end dates.  Include how frequently the course meets and length of a class period.  Include any other relevant information that could impact student growth.

34 Standards and Content:  Specify which standards the SLO covers.  Broad enough to represent the most important learning or overarching skills, but narrow enough to be measured.  What content do the students need in order to be successful next year or in the next course? Explain why.  Is this a targeted SLO?

35 Assessment(s):  Identify the assessment. Who created/ reviewed it? Describe its structure.  Describe how the assessment provides “stretch” for low and high achieving.  Identify supplemental assessments.  Provide specific details on how multiple tests will be combined into a summative score.  Follow assessment guidelines.

36 Identifying Appropriate Assessments

37 Selecting Assessments for SLOs Selecting and approving assessments can be one of the most challenging and important steps of the SLO process. Assessments enable teachers to determine growth toward and attainment of the SLO.

38 Criteria for Selecting Assessments 1.Was the assessment(s) reviewed by content/industry experts? 2.Is the assessment aligned to both the SLO and the standards? 3.Does the assessment have enough stretch? 4.Is the assessment valid & reliable?

39 Selecting Assessments for SLOs ODE strongly recommends LEAs not allow assessments created by one teacher for use in his/her classroom.


41 Growth Target(s)  Growth targets should be developmentally appropriate, rigorous, and attainable.  Ensure all students have a growth target (not necessarily a passing score).  Refer to baseline/pretest data and course requirements.  Provide tiered targets to encompass all learners. *Rank order pretest scores and look for breaks in data.

42 Acceptable & Unacceptable Growth Targets

43 Rationale for Growth Target(s)  Rationale ties it ALL together.  Explain how you used the data to establish the targets.  Refer to students strengths/weaknesses based upon data.  Explain why this content is the most important.  Rationales should be aligned to broader school and district goals. *Connect pre-test data + tiered targets = expectations (show connections & accountability)


45 Support Carolyn Everidge-Frey, Assistant Director Office of Educator Equity and Talent Chad Rice SE Mark RobinsonNE Donna Apryl EalyNW Katrina WagonerSW Regional Student Growth Measure Specialists:


47 SLO Scoring matrix Percentage of students that met or exceeded growth target Descriptive rating Numerical rating Most Effective Above Average Average Approaching Average2 59 or lessLeast Effective1

48 Final SLO Rating

49 Teacher Performance 4321 Student Growth Measures Above Accomplished ProficientDeveloping Expected Proficient Developing Below Developing Ineffective Evaluation Matrix

50 Research and Best Practices Updated as research and best practices emerge Ohio Education Research Center (OERC)

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