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Overview of Student Growth Measures Carolyn Everidge-Frey, Assistant Director.

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Presentation on theme: "Overview of Student Growth Measures Carolyn Everidge-Frey, Assistant Director."— Presentation transcript:

1 Overview of Student Growth Measures Carolyn Everidge-Frey, Assistant Director

2 Ohio Teacher Evaluation System

3 Ohio Revised Code and Teacher Evaluation …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 3319.222 of the Revised Code, and who spends at least fifty per cent of the time employed providing student instruction. ORC 3319.111

4 Who should be evaluated?

5 Improvement Plan Professional Growth Plan Formal Observation Classroom Walkthroughs/ Informal Observations Pre-conference Observation Post-conference Complete Performance Rubric Formal Observation and Classroom Walkthroughs/ Informal Observations Pre-conference Observation (both completed by May 1) Post-conference Complete Performance Rubric Written Report (by May 10) Mid-Year Review and Conference Final Review and Conference Teacher performance on Standards

6 Skilled Ohio Teacher Evaluation System

7 Definition of Student Growth The change in student achievement for an individual student between two or more points in time.

8 What do we know? 3 types of measures 3 categories of teachers District discretion and flexibility

9 HB 555 Changes Category A

10 Implementation The majority of districts in the state are required to fully implement OTES in 2013-2014 Due to differing legislative effective dates, districts should seek the advice of their legal counsel if uncertain

11 1 Teacher Value-Added

12 What is Value-Added? A statistical method that helps educators measure the impact schools and educators make on students' academic growth rates from year to year.

13 With Value-Added Schools Can: Measure educators’ influence on the academic growth rates of students Target instruction on students’ needs Determine where curriculum and instruction are having the greatest impact on learning Using this growth metric, teachers and schools can begin interpreting the impact of their curriculum, instruction, programs and practices on student achievement.

14 Value-Added Ratings 5 Most Effective 4 Above Average 3 Average 2 Approaching Average 1 Least Effective

15 Value-Added Phased-in implementation- math and reading, 4-8 A 3 year rolling average is used so that clear patterns can emerge

16 Future Assessments The following are projected to have Value-Added: 5 th & 8 th Science; 4 th & 6 th Social Studies EOC Physical Science & Biology EOC English I, II, III EOC Algebra I - II & Geometry EOC American History & Government

17 Value-Added Weights A1 Teachers - **26% - 50% A2 Teachers - Proportionate to schedule; 10% - 50%

18 2 Approved Vendor Assessments

19 Approved Vendor Assessment ODE approved vendor list Must provide a 1-5 teacher-level rating List is fluid and is updated annually

20 Approved Vendor Assessment Category B teachers must use 10% - 50% Category A teachers may use as a local measure at the discretion of their district

21 Locally- Determined Measures 3

22 3 Types of Local Measures Student Learning Objectives (SLOs) Shared Attribution Approved vendor assessments for Category A2 teachers (proportionate)

23 Shared Attribution Encourages collaborative goals and may include: Building or District Value-Added is recommended if available; Content Area Building Teams may use a Value-Added score; and Building or District-based SLOs

24 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.

25 Do all Teachers Need to Write SLOs? In full implementation, teachers using SLOs as a growth measure will write two to four per year regardless of category.

26 Why is Ohio Using SLOs? Reinforce promising teaching practices and connect practice to student learning Used in all subjects/content areas Adaptable

27 Potential For Collaboration

28 SLO Approval SLOs are approved at the local level ODE recommends an existing committee Provide feedback: both cool & warm

29 The SLO Development Process

30 SLOs Components Include: Baseline & Trend Data Student Population Interval of Instruction Standards & Content Assessment(s) Growth Target(s) Rationale for Growth Target(s)

31 SLO Template Checklist

32 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.  Draws upon trend data, if available.  Summarizes analysis of data by identifying student strengths and weaknesses.

33 Sample Table for Baseline Data Baseline Score (based on pre-assessment) Number of Students score < 6010 61-705 71-803 81-902 Growth Target (for post-assessment; whichever is greater)

34 Student Population The SLO covers 22 5 th grade math students. Students with IEPs will receive accommodations. 34 How Could This Student Population Be Improved?

35 Sample Student Population The SLO covers all 57 6 th grade science students, which I teach 1 st /2 nd periods 7-IEP students (6 reading, 1 math) 2-504 students (ADHD, hearing impairment) 7-Gifted students (science) Students with 45 or more unexcused or excused days will be excluded from the final rating

36 Measures for SLOs SLOs can be created drawing on different data sources: vendor assessments not on the ODE list Career & Technical Educational assessments locally-developed assessments performance assessments portfolios.

37 Interval of Instruction The interval of instruction is second semester 2013. January 17 – April 15. 37 How Could This Interval of Instruction Be Improved?

38 Sample Interval of Instruction This is a yearlong course taught in one 41 minute period per day. The SLO interval of instruction begins August 27, 2013, and ends on April 15, 2014.

39 Standards and Content:  Specify which standards the SLO covers.  Represents the big ideas or domains of the content. (Teacher should explain why s/he believes these are the most important.)  Identifies core knowledge/skills students should attain if the SLO is targeted.

40 Selecting Assessments for SLOs Selecting and approving assessments is a challenging and important step. ODE strongly recommends districts not allow assessments created by one teacher for use in his or her classroom


42 Assessment(s):  Identifies valid & reliable assessments reviewed by content experts. (State who created / reviewed it? Describe its structure.)  Describes how the assessment provides “stretch” for both low and high achieving.  Provides specific details on how multiple tests will be combined into a one score.  Follows assessment guidelines.

43 Growth Target(s) The targets should reflect high expectations for student achievement that are developmentally appropriate. The targets should be rigorous yet attainable.

44 Target 1 Students scoring 80 or lower on the pre- assessment will increase their scores on the similar post- assessment by at least 10 points. Any students scoring 81 or higher on the pre-assessment will maintain their scores. 44 How Could This Growth Target Be Improved?

45 Example Growth Targets 45 Target 3 Taking into account student’s entry level of skill, all students will meet their target score on the post assessment: Pre- Assessment Baseline Score Range Target Score on Post-Assessment 41-60 61-80 81-90 91-100

46 Rationale for Growth Target(s) High-quality SLOs include strong justifications for why the goal is important and achievable. The rationale ties it ALL together.

47 Rationale for Growth Target(s):  Demonstrates teacher knowledge of students & content.  Explains why the targets are appropriate.  Addresses student needs.  Uses data to identify student needs & determine appropriate targets.  Aligns with broader school/district goals.  Sets rigorous expectations for students and teacher

48 SLO Scoring Template

49 SLO Scoring Matrix Percentage of students that met or exceeded growth target Descriptive ratingNumerical rating 90-100Most Effective5 80-89Above Average4 70-79Average3 60-69Approaching Average2 59 or lessLeast Effective1 Entered in eTPES

50 Future Trainings Assessment Literacy Training SGM/ SLO Trainings Online Modules

51 Support Chad Rice SE Mark Robinson NE Donna Huber Cntrl Apryl Ealy NW Katrina Wagoner SW Regional Student Growth Measure Specialists:


53 Social Media @OHEducation ohio-department-of-education Ohio Families and Education Ohio Teachers’ Homeroom OhioEdDept

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