Transcript SLO Overview - Pickaway-Ross Career & Technology Center

Student Learning Objective Overview
Carolyn Everidge-Frey, Assistant Director
Ohio Teacher Evaluation System
Skilled
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
Who should be evaluated?
Definition of Student Growth
The change in student achievement for an individual
student between two or more points in time.
What do we know?
3 types of measures
3 categories of teachers
District discretion and flexibility
HB 555 Changes Category A
LocallyDetermined
Measures
3 Types of Local Measures
Student Learning Objectives (SLOs)
Shared Attribution
Approved vendor assessments for
Category A2 teachers (proportionate)
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
Shared Attribution Decisions
1.Is the district going to use shared
attribution as a local measure?
2.Which single shared attribution
measure will the district apply?
3.How much weight will the district
assign to shared attribution?
(5-10% recommended)
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.
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.
Why is Ohio Using SLOs?
Reinforce promising teaching practices
and connect practice to student learning
Used in all subjects/content areas
Adaptable
Potential For Collaboration
The SLO Development Process
SLO Approval
SLOs are approved
at the local level
ODE recommends an
existing committee
Provide feedback:
both cool & warm
Recommended Steps for
Approving an SLO
• Committees should go through a
calibration process first.
• Read over the entire SLO.
• Using the checklist, review the SLO.
• Discuss whether it meets each
criterion and provide feedback.
• Allow 10 days for needed revisions.
SLOs Components Include:
• Baseline & Trend Data
• Student Population
• Interval of Instruction
• Standards & Content
• Assessment(s)
• Growth Target(s)
• Rationale for Growth Target(s)
Examine the
SLO
Checklist
SLO Template Checklist
Data Sources
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
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.
Sample Table for Baseline Data
Baseline Score
(based on pre-assessment)
Number of
Students
score < 60
10
61-70
5
71-80
3
81-90
2
Growth Target
(for post-assessment;
whichever is greater)
How Could This Student Population Be Improved?
Student Population
• The SLO covers
22 5th grade
math students.
• Students with
IEPs will receive
accommodations.
25
How Could This Student Population Be Improved?
Student Population
• Automotive
Technology I has 15
enrolled students.
• Students are in grade
11.
• 3 have an IEP.
• No subgroups are
excluded.
26
Sample Student Population
• The SLO covers all 57 6th grade science
students, which I teach 1st/2nd 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
How Could This Interval of Instruction Be Improved?
Interval of Instruction
• The interval of
instruction is
second semester
2013.
• January 17 –
April 15.
28
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.
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.
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
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.
Growth Target(s)
The targets should reflect high expectations
for student achievement that are
developmentally appropriate.
The targets should be rigorous yet
attainable.
How Could This Growth Target Be Improved?
Target 1
Students scoring 80 or
lower on the preassessment will
increase their scores on
the similar postassessment by at least
10 points. Any students
scoring 81 or higher on
the pre-assessment will
maintain their scores.
35
Example Growth Target
Target 2
Students will increase their scores by half the
difference between 100 and their preassessment score.
For example, a student with a pre-assessment of
50 would be expected to increase his or her
score by 25 points on the post-assessment.
100 – 50 = 50 / 2 = 25
36
Example Growth Targets
Target 3
Taking into account student’s entry level of skill, all students
will meet their target score on the post assessment:
PreAssessment
Baseline
Score Range
Target Score on Post-Assessment
41-60
61-80
81-90
91-100
37
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.
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
SLO Review:
Automotive
Technology I
SLO Review Activity
1.
2.
3.
4.
5.
6.
Complete calibration exercises.
Read the entire Automotive Tech I SLO.
Using the checklist, review the SLO.
Discuss each component with a partner.
Provide feedback for the instructor.
Allow 10 days for needed revisions.
SLO Scoring Template
SLO Scoring Matrix
Percentage of students that
met or exceeded growth
target
Descriptive rating
Numerical rating
90-100
Most Effective
5
80-89
Above Average
4
70-79
Average
3
60-69
Approaching Average
2
59 or less
Least Effective
1
Entered in eTPES
Future Trainings
Assessment Literacy
Training
SGM/ SLO Trainings
Online Modules
Support
[email protected]
[email protected]
Regional Student Growth Measure Specialists:
SE
[email protected]
NE
Cntrl
NW
SW
[email protected]
[email protected]
[email protected]
[email protected]
Assessment Literacy Specialists
[email protected]
NW
[email protected]
NE
[email protected]
SE
[email protected]
SW
[email protected]
Central
[email protected]
Coordinator
education.ohio.gov
Social Media
Ohio Families and Education
Ohio Teachers’ Homeroom
ohio-department-of-education
storify.com/ohioEdDept
@OHEducation
OhioEdDept