January 22, 2013

Great Oaks Career Campuses Robin White Steve Jackson Jon Quatman Pam Hunt Heather Sass Laura Gale Andy McCool Warren County Career Center Maggie Hess Gary Patton Delaware Area Career Center Mary Beth Freeman Tammy Hall Mid-East Career and Technology Centers Barbara Funk Miami Valley Career Technology Center Harold Niehaus C-TEC Joyce Malainy Mary Kay Andrews Laura Bowers Ginny Evans Tolles Career and Technical Center Kim Davis

1.Purpose and framework for SLOs 2.Use of assessment data in SLOs 3.Review of sample SLOs 4.Emerging issues for CTE districts 5.Measures of student growth 6.Experience with variety of assessments 7.Network for SLO development

Ohio Department of Education Carolyn Everidge-Frey Student Growth Measures Specialists Chad Rice, SE Region Mark Robinson, NE Region Donna Huber, Central Region Apryl Ealy, NW Region Katrina Wagoner, SW Region ESC Representatives Paul Smith, Hamilton County Meghan Griffith, Southern Ohio Lou Staffilino, Central Ohio Cynthia Yoder, Central Ohio Contact information is included in the workshop handout packet.

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)

Identifies the class or subgroup of students covered by the SLO Describes the student population and covers any contextual factors that may impact student growth If subgroups are excluded, explains why and if they are covered in another SLO

Matches the length of the course Length of class period How often the class meets

How the SLO will address applicable standards Represents the big ideas or domains of the content – Technical Knowledge and Skills – Academic Knowledge and Skills – 21 st Century Skills Identifies core knowledge and skills as required by the applicable standards

Identifies assessments reviewed by content experts (valid and reliable) Select measures with sufficient “stretch”—all ability levels Provides a plan for combining assessments if multiple are used Follows the guidelines for appropriate assessments

Is the assessment aligned to both my students’ learning objectives and to the appropriate grade- or content-specific standards? Does the assessment allow high- and low- achieving students to adequately demonstrate their knowledge? Does it have enough “stretch?” Is the assessment valid and reliable?

Recall—Level One Basic Application of Skill or Concept— Level Two Strategic Thinking— Level Three Extended Thinking— Level Four

Less Focus On Assessing: What is easily measured Discrete, declarative content Content knowledge What learners do not know More Focus On Assessing: What is most highly valued Rich, authentic knowledge and skills Understanding and reasoning, within and across content areas What learners understand and can do

Identifies sources of information about students Draws upon trend data, if available Summarizes the teacher’s analysis of the baseline data by identifying student strengths and weaknesses

All students have a growth target in at least one SLO Sets developmentally appropriate targets Creates tiered targets when appropriate Sets ambitious yet attainable targets

Demonstrates teacher knowledge of student content Explains why target is appropriate for the population Addresses observed student needs Uses data to identify student needs Explains how targets align with broader school and district goals Sets rigorous expectations for students and teacher(s)

Review the Health Technologies SLO Provide feedback on each category of the checklist – Warm: strengths that reflect the criteria – Cool: suggestions for refinement or improvements Be prepared to share sample warm and cool feedback with the large group

1.What are the characteristics of effective CTE SLOs? Would you add or alter any criteria on the checklist? 2.What are the challenges in implementing SLOS for – Districts – Administrators – Teachers

1.Conduct an inventory of needs and resources 2.Determine and create student growth measures to be used 3.Communicate expectations and refine the entire process

1a. Explore opportunities for collaboration with other LEAs, educational service centers (ESCs) and higher education institutions within your community and/or region. 1b. Determine which teachers on staff are required to be evaluated by the new system.

1c. Categorize teachers into three groups: – Value-added data – ODE approved data list – None of the above 1d. Determine available assessments and develop a list of assessments and other data that are appropriate for use in combination with SLOs in various grade levels and content areas within your LEA.

Program/Course Assessment Name Assessment Details/Purpose

1.Conduct an inventory of needs and resources 2.Determine and create student growth measures to be used 3.Communicate expectations and refine the entire process

What is currently underway? What assessments are in place? What resources are available? How can we collaborate?

Northwest Region--Executive Sharon Mastroianni Apryl Ealy Laura Gale Central Region--Judicial Mary Beth Freeman Lou Staffilino Donna Huber Northeast Region Jerry Brockway Mark Robinson Cyndi Yoder Southwest Region Maggie Hess Paul Smith Katrina Wagoner Southeast Region Pam Hunt Stan Jennings Meghan Griffith

Discussion Highlights Collaboration and Next Steps